ERIC Number: EJ1418298
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1005
EISSN: EISSN-1467-8527
Islamic Ethics as Alternative Epistemology in Intercultural Education: Educators' Situated Knowledges
British Journal of Educational Studies, v72 n2 p199-217 2024
This paper explores the epistemological affordances of "Islamic ethics" as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators' perspectives around the adoption of alternative knowledges anchored in local epistemologies and sensibilities, (b) foreground educators' epistemic positioning around alternative knowledges and how they are perceived as sites for cognitive and pedagogical renewal to account for local particularities and conditions and (c) examine inter-epistemic tensions within educators' reasoning in terms of how they navigate (in)congruencies between the mainstream and Islamic philosophy at the conceptual, pedagogical and practical levels. Findings reveal that educators acknowledge the legitimacy of "Islamic ethics" and their epistemological/pedagogical significance in intercultural education. However, some factors may problematize educators' attempts at making use of "Islamic ethics" including the additional burden of reflecting alternative knowledges while attending to contextual factors (class size, the course's orientation, exams, time constraints, etc.) and the lack of sufficient training in intercultural education.
Descriptors: Islamic Culture, Ethics, Multicultural Education, Language Teachers, Teacher Attitudes, Pedagogical Content Knowledge, Context Effect, Epistemology, Nontraditional Education, Foreign Countries, Developing Nations, Postcolonialism, High School Teachers, English (Second Language), Second Language Instruction, Religious Factors
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Morocco
Grant or Contract Numbers: N/A