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

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:eng
eng
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
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id my-uum-etd.8166
record_format uketd_dc
institution Universiti Utara Malaysia
collection UUM ETD
language eng
eng
advisor Ahmad, Shukri
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
qualification_name Doctor of Philosophy (PhD.)
qualification_level Doctorate
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
granting_institution Universiti Utara Malaysia
granting_department Awang Had Salleh Graduate School of Arts & Sciences
publishDate 2019
url https://etd.uum.edu.my/8166/1/s900626_01.pdf
https://etd.uum.edu.my/8166/2/s900626_02.pdf
_version_ 1747828340980449280
spelling my-uum-etd.81662022-04-13T03:05:10Z Islamic schools and muslim women identity: a comparative study of muslim girls' schools in Kedah, Malaysia and Leeds, United Kingdom 2019 Rukhaiyah, Abd Wahab Ahmad, Shukri Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences 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 https://etd.uum.edu.my/8166/ https://etd.uum.edu.my/8166/1/s900626_01.pdf text eng 2022-01-01 public https://etd.uum.edu.my/8166/2/s900626_02.pdf text eng public phd doctoral Universiti Utara Malaysia Abas Asyafah. (2014). Research based instruction in the teaching of Islamic education. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4320170/#. Retrieved on 26 November 2015. Abbas, T. (2005). 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