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Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom

Islamic Education is important in instilling religious identity for every Muslim. In this case, Islamic schools play the role of moulding and strengthening Muslim women’s identity which has been wrongly interpreted as being marginalised, passive, weak, and uneducated by the western society. The form...

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Main Author: Rukhaiyah, Abd Wahab
Format: Thesis
Language:English
English
Published: 2019
Subjects:
BP Islam. Bahaism. Theosophy, etc
L Education (General)
Online Access:https://etd.uum.edu.my/8166/1/s900626_01.pdf
https://etd.uum.edu.my/8166/2/s900626_02.pdf
https://etd.uum.edu.my/8166/
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spelling my.uum.etd.81662022-04-13T03:05:10Z https://etd.uum.edu.my/8166/ Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom Rukhaiyah, Abd Wahab BP Islam. Bahaism. Theosophy, etc L Education (General) Islamic Education is important in instilling religious identity for every Muslim. In this case, Islamic schools play the role of moulding and strengthening Muslim women’s identity which has been wrongly interpreted as being marginalised, passive, weak, and uneducated by the western society. The formation of ideal Muslim women’s identity is influenced by teachers as role models, Religious Education subject, ethos, culture, and social environments of a society. In other words, the goal of educational institutions is the same which is to form faith, good practice, and values among Muslim women. However, the concept, approach, and mechanism used to achieve this goal differ according to cultural and geographical boundaries. Therefore, this qualitative research is aimed at identifying how Islamic schools form Muslim women’s identity among school students. Empirical data collection was done at two locations, namely the Maktab Mahmud (MM), Alor Setar, Malaysia and New Horizon Community School (NHCS), Leeds, United Kingdom. This research also compared the approaches used by both schools -which differ in society, culture, and country – in moulding the identity of Muslim women. Data were collected through observations, focus group, and interviews. 68 respondents took part in this research. Every school was represented by its principal, one representative of the administrators, two Religious Education teachers, and 30 students. The findings of this research showed that majority of the respondents agreed that Islamic school system influenced how their identitities were formed. In addition, the findings indicated that differences in culture, policy, and the fundamental elements of nations influence the school systems in Malaysia and the United Kingdom. In addition, this research found that the formation of Muslim women’s identity is a continuous process which is closely related to ethos, culture, and the social environments of a society. Therefore, the process of designing a curriculum, the concept and the implementation of educational approaches should take into account the backgrounds of the intended culture and society. 2019 Thesis NonPeerReviewed text en https://etd.uum.edu.my/8166/1/s900626_01.pdf text en https://etd.uum.edu.my/8166/2/s900626_02.pdf Rukhaiyah, Abd Wahab (2019) Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom. Doctoral thesis, Universiti Utara Malaysia.
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Electronic Theses
url_provider http://etd.uum.edu.my/
language English
English
topic BP Islam. Bahaism. Theosophy, etc
L Education (General)
spellingShingle BP Islam. Bahaism. Theosophy, etc
L Education (General)
Rukhaiyah, Abd Wahab
Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom
description Islamic Education is important in instilling religious identity for every Muslim. In this case, Islamic schools play the role of moulding and strengthening Muslim women’s identity which has been wrongly interpreted as being marginalised, passive, weak, and uneducated by the western society. The formation of ideal Muslim women’s identity is influenced by teachers as role models, Religious Education subject, ethos, culture, and social environments of a society. In other words, the goal of educational institutions is the same which is to form faith, good practice, and values among Muslim women. However, the concept, approach, and mechanism used to achieve this goal differ according to cultural and geographical boundaries. Therefore, this qualitative research is aimed at identifying how Islamic schools form Muslim women’s identity among school students. Empirical data collection was done at two locations, namely the Maktab Mahmud (MM), Alor Setar, Malaysia and New Horizon Community School (NHCS), Leeds, United Kingdom. This research also compared the approaches used by both schools -which differ in society, culture, and country – in moulding the identity of Muslim women. Data were collected through observations, focus group, and interviews. 68 respondents took part in this research. Every school was represented by its principal, one representative of the administrators, two Religious Education teachers, and 30 students. The findings of this research showed that majority of the respondents agreed that Islamic school system influenced how their identitities were formed. In addition, the findings indicated that differences in culture, policy, and the fundamental elements of nations influence the school systems in Malaysia and the United Kingdom. In addition, this research found that the formation of Muslim women’s identity is a continuous process which is closely related to ethos, culture, and the social environments of a society. Therefore, the process of designing a curriculum, the concept and the implementation of educational approaches should take into account the backgrounds of the intended culture and society.
format Thesis
author Rukhaiyah, Abd Wahab
author_facet Rukhaiyah, Abd Wahab
author_sort Rukhaiyah, Abd Wahab
title Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom
title_short Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom
title_full Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom
title_fullStr Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom
title_full_unstemmed Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom
title_sort islamic schools and muslim women identity: a comparative study of muslim girls' schools in kedah, malaysia and leeds, united kingdom
publishDate 2019
url https://etd.uum.edu.my/8166/1/s900626_01.pdf
https://etd.uum.edu.my/8166/2/s900626_02.pdf
https://etd.uum.edu.my/8166/
_version_ 1731228151547166720
score 13.211869

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