Islamic Studies in Australian Islamic Schools: Learner Voice

Abstract

This paper provides insight into senior secondary learners’ views on Islamic Studies (IS) in three large Australian Islamic schools. This study offers a ‘dialogic alternative’ of ‘speaking with’ rather than ‘speaking for’ learners in Islamic educational research, planning, and renewal within K-12 Islamic schools. The study privileges learners’ voice and enables an insight to their experience with one of the most important features of Islamic schools—Islamic Studies. Using phenomenology as a methodological framework, learner voice was elicited through focus groups where 75 learners (years 10, 11, and 12) provided information describing their experience with Islamic Studies. Thematic content analysis of the textual data suggests that learners’ dissatisfaction far outweighs their satisfaction with Islamic Studies. The findings of this paper can benefit Islamic schools in Australia and other Western contexts.

Exploring Motivation and Engagement: Voices of Adolescent Non-Arab Muslim Learners of Arabic at Australian Islamic Schools

“…Despite the relatively rapid growth of the AIS sector (Jones 2012) and the increase in research exploring AIS over the last two decades, research focused on Arabic language learning in the AIS context remains scarce. Recent research on Australian Islamic schools has dealt with reasons for establishment (Shakeel 2018); leadership (Brooks and Mutohar 2018;Succarie et al 2018); what is taught at Islamic schools (Jones 2018); Islamic Studies (Abdalla 2018;Abdalla et al 2020Abdalla et al , 2022; Islamic pedagogical frameworks (Abdullah et al 2015;Abdullah 2018); and renewal of Islamic schools (Memon et al 2021;Abdalla et al 2020), but not Arabic studies and/or learning.…”

Analysis of Individual Factors in Improving Knowledge Sharing: Case Study of Accounting Education Students

“…In addition, lecturer support greatly influences this process because the role of the lecturer is related to student learning outcomes (Kusaeri, 2019). Lecturers who do not learn when the knowledge-sharing process occurs cannot share opinions (Abdalla et al, 2020).…”

Courses Preferences and Occupational Aspirations of Students in Australian Islamic Schools

“…They must meet the criteria established by the relevant state or territory government for registration as a school. Islamic schools are faith based schools that deliver the Australian National Curriculum, and while they do not adopt a single common purpose, some common aims appear to be high quality education and the achievement of a strong Muslim identity that will facilitate participation in society (Abdalla et al 2020).…”

“…Apart from maintaining an agreed common curriculum base consistent with ACARA requirements 3 , a formal curriculum of Islamic schools includes an 'Islamic Studies' and 'Arabic' course layer that underpins the religious ethos of the school (Abdalla et al 2020). But this, as Jones (2012, p. 44) observes, poses a real quandary for schools arguing " .…”

“…Islamic schools add a further layer to these core areas of learning by offering unique courses such as Islamic studies and Arabic studies. However, Abdalla et al (2020); Abdalla (2018) and Selim (2018) find students have less enthusiasm for these courses notwithstanding their most appropriate settings in an Islamic school environment.…”