Project MUSE®: Journal of Education in Muslim Societies - Latest Articles
https://muse.jhu.edu/journal/830
Project MUSE®: Latest articles in Journal of Education in Muslim Societies.daily12026-05-12T00:00:00-05:00text/htmlen-USVol. 1 (2019) through current issue
Latest Articles: Journal of Education in Muslim SocietiesTWOProject MUSE®Journal of Education in Muslim Societies2641-00522641-0044Latest articles in Journal of Education in Muslim Societies. Feed provided by Project MUSE®Editorial
https://muse.jhu.edu/article/976243
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As the genocide continues with unashamed determination, it is hard to imagine any return to normalcy for the people of Gaza. Infrastructure of any kind has been obliterated; lives have been brutally taken with cowardice hardly fathomable in a world, purportedly regulated by international law. One of the consequences of the genocide is the multiple silencing attempts of pro-Palestinian voices on campuses and government offices in the US and other countries. On 2 July 2025, the UK parliament voted to proscribe campaign group Palestine Action as a terrorist organisation, raising fears about freedom of expression in the country. In a move described by Amnesty International as "unprecedented legal overreach," this
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallEditorial2025-12-09text/htmlen-USEditorial2025-12-092025TWOProject MUSE®97672026-05-12T00:00:00-05:002025-12-09Exploring Kindergarten Teachers' Practices of Promoting Children's Environmental Awareness
https://muse.jhu.edu/article/976244
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Environmental awareness is pivotal in fostering a sustainable future, particularly in regions where natural resources are threatened due to political, social, and economic challenges. According to Chawla (1999), including environmental education in school curricula, mainly through hands-on, inquiry-based learning, can significantly enhance students' understanding and attitudes toward the environment. Jerusalem is a unique context in which environmental education and awareness are crucial components of academic and social development (Alostaz & Al-Dadah, 2011). Previous research (Abu Yabis, 2016; Al-Mabhouh, 2016; Alostaz & Al-Dadah, 2011) has explored various aspects of environmental awareness among different age
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallExploring Kindergarten Teachers' Practices of Promoting Children's Environmental Awareness2025-12-09text/htmlen-USExploring Kindergarten Teachers' Practices of Promoting Children's Environmental Awareness2025-12-092025TWOProject MUSE®1051052026-05-12T00:00:00-05:002025-12-09Social Constructivist Approach to Literary Translation Teaching in Iran: A Qualitative Enquiry
https://muse.jhu.edu/article/976245
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Translation courses have been taught in Iranian universities for several decades. According to Kafi et al. (2018, p. 91), one of the attempts to expand translation skills in Iran was establishing a Translation University in the early 1970s. The founders of this university aimed to train translators in languages such as Arabic and some European languages. After the Iranian Political Revolution in 1979, the University of Translation was merged with the University Complex of Literature and Humanities.The bachelor's degree in English language translation was established in Iran more than forty years ago. The four-year bachelor's course in translation was focused on acquiring translation skills between Farsi and
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallSocial Constructivist Approach to Literary Translation Teaching in Iran: A Qualitative Enquiry2025-12-09text/htmlen-USSocial Constructivist Approach to Literary Translation Teaching in Iran: A Qualitative Enquiry2025-12-092025TWOProject MUSE®987902026-05-12T00:00:00-05:002025-12-09The Facilitator as Murabi: Exploring the Teacher-Student Relationship in Light of a Holistic Learner Experience Framework in an Islamic University in Egypt
https://muse.jhu.edu/article/976246
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Examining the holistic meaning that education entails in Islam sheds light on how Islam regards the learner as a whole human being. The holistic view of the learner stems from an Islamic viewpoint that regards education as one that involves the human being from a holistic perspective, rationally, spiritually and socially, and is based on the notion of tawhid (oneness) in Islam (Cook, 1999). This holistic view of the human being is also represented by the FIRST framework (Bahgat et al., 2020; Bahgat et al., 2018) that attends to the learner as a whole human, attending not only to the mind and intellectual needs of the students but also looking at the learner's emotional state as one that impedes learning (Bahgat et
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallThe Facilitator as Murabi: Exploring the Teacher-Student Relationship in Light of a Holistic Learner Experience Framework in an Islamic University in Egypt2025-12-09text/htmlen-USThe Facilitator as Murabi: Exploring the Teacher-Student Relationship in Light of a Holistic Learner Experience Framework in an Islamic University in Egypt2025-12-092025TWOProject MUSE®874472026-05-12T00:00:00-05:002025-12-09Private Tutoring and Primary Students' Performance: Evidence From Gulf States
https://muse.jhu.edu/article/976247
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In the Gulf States, extensive research has explored various factors affecting student performance, including socioeconomic status, school resources, teacher performance, and community characteristics (Chapman & Miric, 2009; Bouhlila, 2017). Despite substantial government investment in education, student performance in international assessments such as the Trends in International Mathematics and Science Study (TIMSS) indicates that the quality of education in the Gulf States remains below international standards. Private tutoring, a widespread practice in the region, has been identified as a significant factor influencing student performance and warrants a comprehensive investigation. International research studies
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallPrivate Tutoring and Primary Students' Performance: Evidence From Gulf States2025-12-09text/htmlen-USPrivate Tutoring and Primary Students' Performance: Evidence From Gulf States2025-12-092025TWOProject MUSE®1213752026-05-12T00:00:00-05:002025-12-09Exploring the Challenges of Soft Skill Integration in Moroccan EFL Higher Education: Perspectives from EFL Teachers
https://muse.jhu.edu/article/976248
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In the pursuit of academic and holistic success, students rely not only on foundational hard skills but also on a diverse array of soft skills to navigate the complexities of higher education and beyond (Saepudin et al., 2022). As such, educational systems shoulder the responsibility of equipping students with the multifaceted tools necessary for well-rounded growth, including the cultivation of soft skills (Cinque & Kippels, 2023). Feedback from employers highlights the importance of generic competencies in conjunction with disciplinary knowledge, prompting educational institutions to incorporate soft skills into their curricula (De La Harpe et al., 2000). This educational transformation stems from the pressing
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallExploring the Challenges of Soft Skill Integration in Moroccan EFL Higher Education: Perspectives from EFL Teachers2025-12-09text/htmlen-USExploring the Challenges of Soft Skill Integration in Moroccan EFL Higher Education: Perspectives from EFL Teachers2025-12-092025TWOProject MUSE®1668032026-05-12T00:00:00-05:002025-12-09Connecting Ibn Khaldun's Educational Philosophy to Modern Child-Centered Perspectives
https://muse.jhu.edu/article/976249
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Within the broad field of human geography, the spatial and cultural lives of children have historically received limited attention compared to other topics, such as urbanization, geopolitics, and environmental change (Ansell, 2009). Yet, as scholars in children's geographies have long argued, children are not only shaped by space, but they also actively shape it through embodied, emotional, and imaginative practices (e.g., James et al., 1998; Holloway & Valentine, 2000; Holloway, 2014). This paper contributes to that growing body of work by engaging with a rarely explored archive: the educational philosophy of Abdul-Rahman Ibn Khaldun, the fourteenth-century Muslim polymath, as articulated in his Muqaddimah (2015
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallConnecting Ibn Khaldun's Educational Philosophy to Modern Child-Centered Perspectives2025-12-09text/htmlen-USConnecting Ibn Khaldun's Educational Philosophy to Modern Child-Centered Perspectives2025-12-092025TWOProject MUSE®1039132026-05-12T00:00:00-05:002025-12-09Education in Indonesia: Critical Perspectives on Equity and Social Justice ed. by Zulfa Sakhiyya and Teguh Wijaya (review)
https://muse.jhu.edu/article/976250
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What are the goals of education? How do they relate to projects of democracy? In evaluating the success of education programs, why are international comparative rankings the gold standard of evaluation? Should we assess the objectives of education at the personal, community, or national level? These are some of the thought-provoking questions that arise when reading Zulfa Sakhiyya and Teguh Wijaya's edited volume Education in Indonesia: Critical Perspectives on Equity and Social Justice (2023). This collection of fourteen essays presents a critical perspective on education in Indonesia—the world's fourth-largest education system, yet one that ranks relatively poorly across various categories of evaluation in the
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallEducation in Indonesia: Critical Perspectives on Equity and Social Justice ed. by Zulfa Sakhiyya and Teguh Wijaya (review)2025-12-09text/htmlen-USEducation in Indonesia: Critical Perspectives on Equity and Social Justice ed. by Zulfa Sakhiyya and Teguh Wijaya (review)2025-12-092025TWOProject MUSE®92112026-05-12T00:00:00-05:002025-12-09Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching by Ehaab D. Abdou (review)
https://muse.jhu.edu/article/976251
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Ehaab D. Abdou. Education, Civics, and Citizenship in Egypt examines how civic education and citizenship curricula in Egypt shape young Egyptians' civic attitudes and engagement through their interactions with historical narratives and discourses. It explores the educational curriculum's role in promoting an inclusive society, making it a crucial read for educators, policymakers, and researchers interested in the intersection of education, social justice, and civic engagement. The book offers practical recommendations for developing more inclusive approaches, thereby enhancing understanding of the relationship between students' historical consciousness and their civic engagement.In Chapter 1, Abdou extensively
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallEducation, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching by Ehaab D. Abdou (review)2025-12-09text/htmlen-USEducation, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching by Ehaab D. Abdou (review)2025-12-092025TWOProject MUSE®109482026-05-12T00:00:00-05:002025-12-09Citizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan: Centering Student Voice and Arab-Islamic Ontologies by Patricia K. Kubow (review)
https://muse.jhu.edu/article/976252
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Patricia K. Kubow's Citizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan: Centering Student Voice and Arab-Islamic Ontologies is a relatively short but dense work of applied educational philosophy that, in the author's words, "… traces the social ontologies of Arab schoolchildren using philosophical inquiry as opposed to solely political frameworks" (Kubow, p. 2). Her study focuses on Jordan's idiosyncratic dual-shift schooling system, where Syrian refugee students attempt to maintain their ontological security within a Jordanian school system. The ensuing conflict, as it manifests in the lives of the numerous students Kubow interviews, creates a rich ground for studying policy
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallCitizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan: Centering Student Voice and Arab-Islamic Ontologies by Patricia K. Kubow (review)2025-12-09text/htmlen-USCitizen Identity Formation of Domestic Students and Syrian Refugee Youth in Jordan: Centering Student Voice and Arab-Islamic Ontologies by Patricia K. Kubow (review)2025-12-092025TWOProject MUSE®114942026-05-12T00:00:00-05:002025-12-09Counter-Narratives of Muslim American Women: Creating Space for MusCrit by Noor Ali (review)
https://muse.jhu.edu/article/976253
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In Counter-Narratives of Muslim American Women: Creating Space for MusCrit, Noor Ali (2022) presents a dominant and necessary contribution to scholarship on Muslim identity, race, and education. Rooted in Critical Race Theory (CRT), the book expands the discourse by introducing Muslim Critical Race Theory (MusCrit), a framework that recognizes the racialization of Muslim identity in the United States. Through counter-narratives, Ali amplifies the voices of Muslim women who challenge and resist systemic Islamophobia, institutional exclusion, and cultural misrepresentation.Ali's work is particularly significant at a time when Muslim American identities continue to be contested, politicized, and marginalized in both
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallCounter-Narratives of Muslim American Women: Creating Space for MusCrit by Noor Ali (review)2025-12-09text/htmlen-USCounter-Narratives of Muslim American Women: Creating Space for MusCrit by Noor Ali (review)2025-12-092025TWOProject MUSE®327702026-05-12T00:00:00-05:002025-12-09Dr. Tesneem Alkiek
https://muse.jhu.edu/article/976254
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Tesneem obtained her undergraduate degree in Early Christianity and Islamic Studies from the University of Michigan. She went on to complete her Ph.D. in Islamic Studies at Georgetown University with a focus on Islamic law. Tesneem currently serves as the Director of Editorial Strategy at Yaqeen Institute. She is also a Lecturer in the Department of Philosophy and Religion at Rutgers University-Camden.Please tell us about yourself, your academic background, and your role at Yaqeen Institute. What initially drew you to work with Yaqeen Institute, and what aspects of its mission resonate most with you?I have always been curious about religion, and Islam in particular. Although I began my undergraduate studies
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/830/image/coversmallDr. Tesneem Alkiek2025-12-09text/htmlen-USDr. Tesneem Alkiek2025-12-092025TWOProject MUSE®171292026-05-12T00:00:00-05:002025-12-09