Course Handbook 2012-2013

8/11/2019 Course Handbook 2012-2013

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Islamic Teacher Education Course 2012-2013Embedding Islamic education principles in your practice

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PurposeAs Islamic schools in Britain are growing in number there is an emerging gap between curriculum and

pedagogy and the vision set out in the mission statements of Islamic schools. Struggling with the demands of

financing the school and meeting the huge range of regulations facing all schools, school-leaders and

teachers struggle to find time to realise their initial vision. ITEC facilitates reflection upon how to realise an

Islamic vision and transform practice to provide a truly Islamic educational experience in our schools.

The course aims to enable teachers/educators to understand and appreciate Islamic educational theory and

principles and appreciate classical Islamic pedagogy whilst simultaneously considering contemporary

educational theories and discourses both Islamic and mainstream. Teachers/Educators can develop their

understanding of how to synthesize the two in order to achieve the vision of Islamic schooling and meet the

needs of Muslim children in 21stCentury Britain.

There is no doubt that ITEC is at the cutting edge of the Islamic education movement and that

the team of teachers and educators lead by ISF is making a very valuable contribution towards

establishing the best of Islamic perspectives on educational thinking today. Akram Khan-

Cheema OBE

Feedback comments from students over the last four years:

The training sessions were incredibly profound. I learnt the principles of what education is in Islam and it

was beautiful, I hope my children are taught in this way. Islam is always quoted as being a way of life;this course puts Islam into the source of education. Ateeka Meer, Class Teacher Attended ITEC 2008-

2009

The course has helped me reflect upon my practice and integrate Islam into my work. I wish more

teachers from my school could have attended as they could really benefit from what I have learnt

Zohura Khanom, Head teacher HeadStart Education Centre Attended ITEC 2009-2010

Having been involved in Islamic Education for over ten years, the ITEC course has given me a new

perspective on the objectives of Islamic Education. It has given me and my staff an opportunity to reflect

on our practice and implement ideas from the course to the benefit of our pupils. Ashraf Patel, Head

teacher Ebrahim Academy Attended ITEC 2011-2012


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Aims1.

To develop teachers/educators who are motivated, knowledgeable and skilled in delivering

education, catering for the needs of Muslims in the 21st

Century.

2.

To develop an understanding of the aims and objectives of education from an Islamic perspective.

3.

To develop an understanding of Islamic concepts related to education.

4.

To develop an understanding a range of non-Islamic concepts of pedagogy and educational theories.

5.

To develop an understanding of the similarities and differences between Islamic and other

educational theories, concepts and perspectives.

6.

To develop an understanding of the responsibilities of the Muslim teacher as a role-model following

the footsteps of the Prophets.

7.

To develop a better understanding of the role and responsibility of an educator within a culturally

plural community and a multi-faith society.8.

To generate professional discussion on issues related to contemporary and classical traditions of

Islamic education.

Learning OutcomesParticipants will be able to:

1.

Reflect on their personal and professional practice and that of others from an Islamic perspective.

2.

Design and deliver educational activities, lessons and courses from an Islamic perspective.

3.

Actively assist in analysing and reviewing curriculum/course content and develop all aspects of

educational provision with Islamic perspectives.

4.

Analyse and evaluate a range of educational theories and pedagogical perspectives including those

from a non-Islamic tradition.5.

Review, monitor and evaluate teaching strategies and offer advice on how best to develop them in

line with Islamic perspectives.

6.

Use the knowledge and skills acquired during the course in order to make a significant contribution

towards improving and developing Muslim schools and other community educational projects

and/or develop appropriate strategies to cater for Muslim children in mainstream settings.

7.

Use the knowledge and skills acquired during the course to make a significant contribution to inter-

faith dialogue and partnerships in order to aid community cohesion.

8.

Use the knowledge and skills acquired during the course to contribute to professional dialogue

through writing articles or participating in forums and seminars.


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Course Tutors

Farah AhmedDirector of Education, Islamic Shakhsiyah Foundation

Farah Ahmed has a M. Ed in Educational Research from the University of Cambridge, B.A honours in

Philosophy from the University of Bristol and a PGCE in Secondary English from the Institute of Education.

She is currently studying for a PhD in Education at the University of Cambridge. She has 16 years of

experience in education having taught English and other subjects to A-Level and 9 years experience in

devising and delivering courses in 'Islamic teacher education'. She is a founder and Head teacher of Islamic

Shakhsiyah Foundation which seeks to develop holistic Islamic education for the 21st Century. She is the

author of the 'Halaqah Curriculum', an innovative approach to teaching Islam in the modern context. Farah

is also involved in the founding of CREME, the soon to be launched Centre for Research and Evaluation of

Muslim Education at the Institute of Education, University of London.

Ibrahim LawsonDirector of Education, Ebrahim College

Ibrahim Lawson has a B.A. in Philosophy from the University of East Anglia and a PGCE in Religious Studies

from The University of Cambridge. He also has a Postgraduate Diploma in Action Research from Nottingham

Trent University and an M.A. in Theology from Nottingham University. He is currently studying for a PhD in

the Philosophy of Islamic Education at the Institute of Education, University of London. Ibrahim Lawson has

extensive experience in leading Islamic schools as head teacher of Nottingham Islamia School and Al Risaala

School, London. He has been on the Shura Council of the 'Association of Muslim Schools' for a number of

years and has experience as an OFSTED inspector of independent faith schools. He conducted research for

the NCSL on 'Leading Islamic Schools in the U.K' in 2005 which combined his interests in the fields ofleadership and 'Action Research' methodology. He is currently Director of Education at Ebrahim College;

London. Ibrahim is also the founder of CREME, the soon to be launched Centre for Research and Evaluation

of Muslim Education at the Institute of Education, University of London.

Course Advisors Course advisors sometimes act as guest instructors.

Course Advisor Organisation Represented

Sheikh Ahmed Babikir Islamia Schools Trust, UK

Akram Khan-Cheema MAK Consultancy, UK, IBERR, International

Edris Khamissa EHK Consultancy and AMS, South Africa

Elma Harder Sakina Circle, Canada

Fatima DOyen Quest Foundation for Learning and Manara Education, UK

Tahir Alam Education Committee, Muslim Council of Britain


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Admission

Admission Requirements:

The course is open to all and ISF has an equal opportunities policy. The course is designed for teachers

working with Muslim children in Islamic or mainstream schools. It may also be useful for those teaching in

Madrasas, supplementary schools or alternative educational projects. Candidates will usually already have a

degree and at least one years experience as a teacher. However minimum requirements are given below.

Candidates should have a minimum of a UK Level 4 qualification or NARIC equivalent and have completed a

minimum of six weeks work experience as a teacher. Accreditation of Prior Learning or Prior Experiential

Learning may be considered, particularly if candidates have completed a recognised but non-UK accredited

Islamic course. The course will be taught at an undergraduate level and candidates are expected to meet allthe course requirements. Please see the attached Admissions Policy for further information.

Admission Procedure:

Candidates should complete the application form and submit it no later than 30th

June 2012. Candidates are

expected to supply two references, one academic and one professional with the application form. The

Reference Form should be sent to the two referees who should post it directly to Islamic Shakhsiyah

Foundation. Candidates will be invited for an informal interview prior to being offered a place.


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Course ProgrammeAutumn Term - Module 1: Theories, concepts and perspectives of Islamic education

This module aims to build a foundational understanding of the complexity of issues surrounding Islamic

education in contemporary societies. A range of terms including Islamic and Education need to be

defined and a range of ideological and theological approaches recognised. The discussion will be

contextualised not only in the realities of current pedagogy and practice, but also in Islamic epistemological

and theological concepts. This module is taught through a dialogic process where students are encouraged

to arrive at their own answers through discussion and referencing to classical Islamic sources and scholars.

Students will draw on their learning in this module and develop their ideas further through the written

assignment.

Session Teaching Method Title and Required Readings:

1 Keynote Address:

Akram Khan-Cheema

Induction and Lecture The Importance of Islamic Teacher

Education

2 Interactive Seminar What do we mean by Educationand by Islamic Education?

What is my personal philosophy of education?

3 Interactive Seminar Islam and Arab/ Asian/ African /British Cultures - What do we mean by

Culturally Relevant Pedagogy?

4 Interactive Seminar The Islamic concept of the human being and human nature

5 Interactive Seminar Islam and Epistemology - Understanding the role of Ilm in Islam

6 Interactive Seminar Ismail Raji al Faruqis theory of Islamization of knowledge

7 Interactive Seminar An Islamic Conceptual Framework - Exploring Naquib al Attas theory of

the human being and human education

8 Keynote LectureSheikh Ahmed

Babikir

Sources of Knowledge in Islam and the concept of Ikhtilaaf

9 Guest SeminarFatima DOyen Contemporary Discourses of Childhood and an Islamic understanding of

Childhood and Growth

10 Interactive Seminar An Introduction to Academic Writing

11 Tutorials One to One Tutorials

Assignment 1 (2-3000 words)

Assignment 1 is a theoretical essay designed to develop your understanding of a substantive aspect of

module 1. It is an opportunity for you to demonstrate your extended and applied knowledge of what you

have learnt. It may be useful for you to use this assignment as a theoretical basis for later practical

assignments.

Suggested Titles:

The following titles are suggestions only. Students should devise their own title and request approval from

course tutors.

1.

What is your understanding of the Islamic concept of education?

2.

Is the Islamic concept of education relevant to Muslims in contemporary Britain?

3.

Is the Islamic concept of childhood relevant to Muslim children in contemporary Britain?

4.

How does Islam define human nature? How does this relate to the Islamic concept of education?

5.

How does Islam define knowledge and the acquisition of knowledge?


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Spring Term - Module 2: Shakhsiyah Islamiyah, Tarbiyah, Taalim and Taadib

This module builds on Module 1 by looking in depth at the concepts of Shakhsiyah Islamiyah (Islamic

Personality/ Character), and education as Tarbiyah, Taalim and Taadib. Using the writings of classical

scholars we will explore if and how these concepts can be translated realistically into modern schools and

classrooms.

Session Teaching Method Title

1 Student Led Workshop Islamic Schools and Vision Statements

2 Keynote LectureMark Halstead Tarbiyah , Taalim and Taadib

3 Interactive Seminar Defining Shakhsiyah Islamiyah

4 Interactive Seminar The importance of context in Shakhsiyah developmentan approach to

Tarbiyah5 Interactive Seminar Developing the aqlan approach to Taalim

6 Interactive Seminar Developing the nafsan approach to Taadib

7 Interactive Seminar Traditional conceptualisations of Tarbiyah in depthConnecting to Fitrah

8 Interactive Seminar Traditional conceptualisations of Taalim in depthKnowledge as directly

transmitted from Allah

9 Interactive Seminar Traditional conceptualisations of Taadib in depthdeveloping akhlaaq

10 Interactive Seminar Traditional conceptualisations of Taadib in depthdeveloping adaab



Assignment 2 is a theoretical essay designed to develop your understanding of a substantive aspect ofmodule 2. It is an opportunity for you to demonstrate your extended and applied knowledge of what you

have learnt. You are expected to use this assignment as an opportunity to build on the theoretical work you

did in assignment 1.

Suggested Titles:

The following titles are suggestions only. Students should devise their own title and request approval from

course tutors.

1.

Is the Islamic concept of education as developing Shakhsiyah Islamiyahrelevant to the education of

Muslim children in mainstream British schools?2.

Discuss the relationship betweenfitraand tarbiyah; how can tarbiyah be realised in the context of

modern schooling?

3.

Explore traditional taalim; is this relevant to the context of Muslims in modern Britain?

4.

Explore Naquib Al-Attas definition of education as taadib; how does Attas consider this typeof

education to be a solution to the decline of Muslim civilization?


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Summer Term - Module 3: Exploring Existing Islamic Education ProjectsTranslating Theory into Practice

This module explores a range of approaches to Islamic education developed since the late 20th century

onwards. Through examining a variety of educational projects and exploring the journeys these projects

have undertaken, students can reflect on their own practice.

Session Teaching Method Title

1 Keynote Lecture Akram Khan-Cheema and or Edris Khamissa

Iberr and Islamic SchoolsVision, Goals and Challenges

Case Study: Islamic Perspectives and Skills for Life

2 Interactive Seminar The teacherlearner relationship in IslamCase Study: Concentric Circles

3 Interactive Seminar Prophet Muhammad (saw) as a teacherLeading by Example

Case Study: Sheikh Babikir / Sheikh Al Ghuddah

4 Interactive Seminar Engaging in TarbiyahPractical strategies

Case Study Tarbiyah Project

5 Interactive Seminar Oral teaching and Halaqah;

Case Study: Islamic Shakhsiyah Foundation

6 Interactive Seminar Hifz and memorisationA traditional approach in modern times?What

is the role of Madrasah / Dar-ul-Uloom institutions?

Case Study: Ebrahim College/Cambridge Muslim College

7 Interactive Seminar Tawhidic Education - Holistic Integrated Islamic Curriculum

Case Study: Islamic Shakhsiyah Foundation Creative Curriculum

8 Interactive Seminar The role of childrens literature and media in Tarbiyah Case Study:

Quest Foundation for Learning

9 Interactive Seminar Quran and Arabic Language More on Tawhidic Curriculum

Case Study: Islamic Shakhsiyah Foundation

10 Interactive Seminar Home-Schooling / Flexi Schooling / Classical / Montessori Education

Case Study: Kinza Academy / Manara Education

11 Interactive Seminar Science, Technology and Islam

Case Study: Muslim Heritage and IslamicInventions Fairs



Assignment 3 is an opportunity to analyse in depth a case study covered in module 3 or a relevant case

study that you have agreed with your tutor. It is an opportunity for you to demonstrate your extended and

applied knowledge of what you have learnt in the previous modules. It may be useful for you to use this

assignment as a theoretical basis for later practical assignments in the LCOT.

Suggested Titles:

Students should devise their own title and request approval from course tutors. Some examples of titles aregiven below.

1.

Considering the case study of Islamic Shakhsiyah Foundations Creative Islamic Curriculum; is it

possible to extend this approach into secondary education?

2.

Considering the Case studies of Cambridge Muslim College and Ebrahim College, how far is the Dars-

i-Nizami curriculum useful in educating Ulema in the British Muslim community?

3.

Considering the teacher-learner relationship as outlined in Concentric Circles, can this be realised in

contemporary Muslim schools in Britain?


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Assignment Assessment Criteria:

The guidelines below reflect the standards of work expected at undergraduate level. All assessed essays are

marked by at least two examiners including at least one external examiner.

Distinction

The criteria needed to secure a distinction, are shown below:

o shows clear evidence of wide and relevant reading and an engagement with the conceptual

issues;

o

develops a sophisticated and intelligent argument;

o

shows a rigorous use and a good understanding of relevant source materials, achieving an

appropriate balance between factual detail and key theoretical issues;

o

shows evidence of a sophisticated understanding of Islamic Sources;

o may provide evidence of original thinking.

Merit

The criteria needed to secure a merit, are shown below:

o offers critical insights and shows evidence of critical thinking;

o

shows a good understanding of the major factual and/or theoretical issues, and addresses

the relevant literature on the topic;o develops a focused and clear argument and articulates a sustained train of logical thought;

o shows good understanding of Islamic sources;

o gives a clear exposition of models/diagrams, with derivation, where appropriate;

o shows clear evidence of planning in the formulation of the written answer and includes a

judicious choice of sources and methodology

Pass

A Pass mark fulfils the following criteria:

o

shows some understanding of relevant major theoretical and/or factual issues;o shows evidence of planning in the formulation of the written answer, makes selective use of

appropriate sources, and demonstrates some knowledge of the literature;

o shows, at various points if not throughout the entire text, examples of a clear train of

thought or argument;

o shows some understanding of Islamic sources;

o presents basic models / diagrams, where appropriate;

o provides an appropriate conclusion to the textual argument(s).


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Borderline

A Borderline mark will fulfil the following criteria. Assignments achieving this mark will need to be re-

drafted to meet the criteria for a pass:

o shows some awareness and understanding of the factual and/or theoretical issues, but

demonstrates limited ability to develop these;

o provides clear evidence of misunderstandings;

o shows some, albeit limited, evidence of planning in the formulation of the written answer,

but also includes material or arguments which are irrelevant or unrelated to the question.

o shows limited understanding of Islamic sources;

o fails to develop a clear or coherent response to the question, but shows occasional

knowledge or insight.

Fail

A Fail will be awarded in cases which:

o fail to answer the question or develop an argument;

o fail to demonstrate knowledge of the key issues or arguments;

o fail to demonstrate knowledge of Islamic sources;

o contain clear conceptual or factual errors or misunderstandings;

o are poorly organised and/or poorly written.

Course Monitoring and Evaluation

As this course has been running since 2008, it has already undergone four years of critical evaluation and

development and course materials are now substantially improved. As the course is catering for the needs

of Muslim teachers it is very important that we understand those needs and respond to them effectively.

Student Participation in Evaluation

Students are invited to attend a session in April each year to give their evaluation of the course. Anonymous

questionnaires are also provided to students and they are required to upload these into a shared folder.

These forms provide valuable information for course evaluation and improvement.

Provision for Special Education Needs

Our policy is to provide whatever facilities are required to meet individual students wherever possible. For

example we would provide students with audio recordings of lectures or documentation with increased font

size for the visually impaired. If you have a special need please provide information on the application form.

Documents

Course Handbook 2012-2013