ORCID Profile
0000-0003-1781-2761
Current Organisation
University of South Australia
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Publisher: Emerald
Date: 12-2014
Abstract: This paper discusses tensions and identity resistance in a cross-cultural educational context in the United Arab Emirates. It focuses on how Emirati students, living and socialised in a conservative Arabic-Islamic society and shaped by Islamic values and epistemologies, construct their cultural identities while learning English with their Western-trained teachers, who are influenced by liberal ideologies and secular epistemologies. To understand the complex engagement between Emirati students and their Western-trained teachers this article uses both phenomenography and reflection on critical incidents to explore, investigate and interpret Emirati students’ intercultural experience with their Western-trained teachers and to highlight the tensions and identity resistance that arise from this educational encounter.
Publisher: IGI Global
Date: 2019
DOI: 10.4018/978-1-5225-8528-2.CH009
Abstract: Evidence shows that in pre-colonial West Africa, Islamic education played a significant role following conversion of West Africans to Islam because of its impact on all spheres of life. With the establishment of theocratic states and communities, Islamic learning centers emerged to spread Islamic education and consolidate the Islamic way of life in West Africa. In this vast region where people of different ethnic, linguistic, and religious backgrounds lived and interacted for trade and commerce, Islamic education fostered Islamic affinities constructed on the universalism of Islam and Islamic injunction to form Muslim brotherhood and create the Ummah.
Publisher: Informa UK Limited
Date: 12-2012
Publisher: Informa UK Limited
Date: 12-2012
Publisher: Brill
Date: 05-11-2016
DOI: 10.1080/09744053.2015.1090663
Abstract: Following contacts with Arab nomads and traders and the conversion of West Africans to Islam, Ajami , the writing of African languages using Qur’anic Arabic script, developed as an offshoot of Qur’anic education. Subsequently, both Ajami and Arabic became the transnational medium of written and spoken communication in pre-colonialWest Africa. However, with colonization, the linguistic ecology in the region experienced a radical change. Following subjugation by the French military, West Africans had the French language and the French secular education models imposed on them. As a result, education and literacy shifted from (Qur’anic) Arabic and Ajami to French. Ironically, the West Africans who staunchly opposed French colonization became the most fervent advocates of French in postcolonial Africa in their own countries, in other parts of Africa and the rest of the world. However, the attachment to the French language seems so deep that it has obscured any language policies or language ineducation vision to effectively address the national language issues in education and anticipate changing language needs in Francophone Africa
Publisher: Research Centre for Languages and Cultures
Date: 2016
DOI: 10.25954/52S5-4M91
Publisher: Informa UK Limited
Date: 12-2012
Publisher: LP2M Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta
Date: 07-06-2017
Abstract: Abstract Islamic (community) schools and mosques are extremely important sites for religious education, language and culture maintenance and religious rituals and practices for a large number of Muslim Australians, These institutions remained significant and symbolic of Islamic identities despite r ant anti-Muslim sentiments: attacks and threats against Muslim institutions (mosques and Islamic schools) and in idual members of the Muslim community and negative media portrayal. Despite these hostilities and tensions, a case study conducted in Adelaide and Darwin shows that the Muslim community holds the view that the attitudes of Australian wider community toward their institutions are mixed with more positive than negative attitudes for which they blamed the media. Abstrak Beberapa sekolah (komunitas) dan tempat peribadatan Islam merupakan bagian yang sangat penting untuk pendidikan keagamaan, pelestarian bahasa dan budaya, dan praktik keagamaan bagi h ir semua masyarakat muslim di Australia. Beberapa Rutinitas seperti ini masih signifikan dan menjadi simbol identitas bagi seorang muslim terlepas dari sikap sentimentil terhadap kaum muslim yang merajalela: seperti serangan dan ancaman terhadap institusi muslim (masjid dan sekolah islam), in idu muslim itu sendiri dan penggambaran negatif terhadap islam itu sendiri. Terkait permusuhan dan ketegangan yang sedang terjadi saat ini, sebuah studi kasus yang dilakukan di Adelaide, dan Darwin mengemukakan bahwa komunitas muslim masih berpandangan bahwa sikap masyarakat Australia secara luas terhadap institusi mereka berc ur dengan sikap yang lebih positif daripada sikap negatif dari apa yang ditujukan oleh media. How to Cite : Dialo, I. (2017). Attitudes of Australian Muslims and Australian Wider Community Towards Muslim Institutions. TARBIYA: Journal of Education in Muslim Society, 4(1), 1-12. doi:10.15408/tjems.v4i1. 5830. Permalink/DOI: 0.15408/tjems.v4i1.5830
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 05-2012
Publisher: SensePublishers
Date: 2016
Publisher: African Studies Association of Australasia and the Pacific
Date: 2018
DOI: 10.25954/SF2N-AE47
Publisher: Liverpool University Press
Date: 2011
DOI: 10.3828/AJFS.48.1.34
Publisher: Informa UK Limited
Date: 09-2016
Publisher: Informa UK Limited
Date: 2011
Publisher: Informa UK Limited
Date: 11-2011
Publisher: Informa UK Limited
Date: 09-2016
Publisher: Palgrave Macmillan UK
Date: 2016
Start Date: 2012
End Date: 2013
Funder: Cancer Council South Australia
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