***WINNER: Cheryl Frank Memorial Prize, International Association of Critical Realism.*** A Fresh Look at Islam in a Multi-Faith World provides a comprehensively theorised and practical approach to thinking systematically and deeply about Islam and Muslims in a multi-faith world. It makes the case for a contemporary educational philosophy to help young Muslims surmount the challenges of post-modernity and to transcend the hiatuses and obstacles that they face in their interaction and relationships with non-Muslims and visa-versa. It argues that the philosophy of critical realism in its original, dialectical and metaReal moments so fittingly ‘underlabours’ (Bhaskar, 1975) for the contemporary interpretation, clarification and conceptual deepening of Islamic doctrine, practice and education as to suggest a distinctive branch of critical realist philosophy, specifically suited for this purpose. This approach is called Islamic Critical Realism. The book proceeds to explain how this Islamic Critical Realist approach can serve the interpretation of the consensual elements of Islamic doctrine, such as the six elements of Islamic belief and the five ‘pillars’ of Islamic practice, so that these essential features of the Muslim way of life can help Muslim young people to contribute positively to life in multi-faith liberal democracies in a globalising world. Finally, the book shows how this Islamic Critical Realist approach can be brought to bear in humanities classrooms by history, religious education and citizenship teachers to help Muslim young people engage informatively and transformatively with themselves and others in multi-faith contexts.

In the first two decades of the twenty-first century, the events of 9/11, 7/7, the War on Terror and the Caliphate and atrocities of the so-called Islamic State have dominated Western consciousness and wreaked havoc in parts of the Muslim-majority world. In their wake, a spate of books has been written explaining the phenomenon of Islamist radicalisation and Jihadism. Nevertheless, for normal citizens, as well as scholars of religion and legal professionals, the crucial question remains unanswered: how is mainstream Islam different from both Islamism and the Islamist Extremism that is used to justify terrorist violence? In this highly original book, which draws upon the author’s experience as an expert witness in Islamic theology in 27 counter-terrorism trials, the author uses the idea of the Worldview, as well as traditional Islamic theology, to answer this question. The book explains not only what Mainstream Islam, Ideological Islamism and Islamist Extremism are in their broad philosophical characteristics and theological particulars, but also explains comprehensively how and why they are both superficially related and yet essentially and fundamentally different. In so doing, the book also illuminates the cast of characters and the development of their ideas that constitute Mainstream Islam, Ideological Islamism and the Non-Violent and Violent Islamist Extremists who constitute the Genealogy of Terror.

This edited collection brings together international leading scholars to explore why the education of Muslim students is globally associated with radicalisation, extremism and securitisation. The chapters address a wide range of topics, including neoliberal education policy and globalization; faith-based communities and Islamophobia; social mobility and inequality; securitisation and counter terrorism; and shifting youth representations. Educational sectors from a wide range of national settings are discussed, including the US, China, Turkey, Canada, Germany and the UK; this international focus enables comparative insights into emerging identities and subjectivities among young Muslim men and women across different educational institutions, and introduces the reader to the global diversity of a new generation of Muslim students who are creatively engaging with a rapidly changing twenty-first century education system. The book will appeal to those with an interest in race/ethnicity, Islamophobia, faith and multiculturalism, identity, and broader questions of education and social and global change.

This book examines the possibility and necessity of critical thinking in religious education through the lenses of critical realism and the Christian doctrine of sensus fidei (‘sense of faith’). Drawing on Bhaskar’s original critical realism and data from a survey of over a thousand teachers in the Philippines, the author argues for a view of critical thinking based on components of ‘disposition’ and ‘competence’. As such, critical thinking becomes the expression of a commitment to judgemental rationality and, in a Christian religious education, is guided by the individual’s sensus fidei. A philosophical and theological discussion of the process of coming to know in the religious domain, Religious Education from a Critical Realist Perspective also offers concrete recommendations on how to promote the practice of religious critical thinking in confessional religious education classrooms. As such, it will appeal to scholars of philosophy, theology and pedagogy with interests in religious education and curriculum development.

This timely book focusses on the central issues and questions which emerge in relation to the teaching and learning of Islam in confessional and constructivist religious education. Considering the consequences of a lack of diversity in the Islamic Religious Education curriculum, the text also explores the challenges faced by Muslim pupils in connection with secularism and radical Islam. Through rich analysis of research carried out across Muslim and public secondary schools in the UK, this book develops a meaningful pedagogy of Islamic Religious Education. In particular, the volume investigates the benefits of Critical Religious Education and Variation Theory frameworks on student learning in Religious Education classrooms and illustrates how these didactic frameworks can help to ameliorate distinct problems seen across Islamic Religious Education. Chapters identify discrete pedagogical issues that arise in the confessional and constructivist approaches to Islamic Education, such as students’ difficulties in relating to concept of Islam, and progressive approaches taken in public schools. In addressing these, the text proposes a new theoretical and pedagogical approach to the teaching of Islam, which draws on the philosophy of Critical Realism, the theories of Critical Religious Education, and Variation Theory. This book will be of great interest to postgraduate students, researcher scholars and academics in the fields of religion and education and Islamic studies. In addition, it will be of interest to social equity professionals and public policy decision makers.

Since the 1970s, critical realism has grown to address a range of subjects, including economics, philosophy, science, and religion. It has become a complex and mature philosophy. Enlightened Common Sense: The Philosophy of Critical Realism looks back over this development in one concise and accessible volume. The late Roy Bhaskar was critical realism’s philosophical originator and chief exponent. He draws on a lifetime’s experience to give a definitive, systematic account of this increasingly influential, international and multidisciplinary approach. Critical realism’s key element has always been its vindication and deepening of our understanding of ontology. Arguing that realist ontology is inexorable in knowledge and action, Bhaskar sees this as the key to a new enlightened common sense. From the definition of critical realism and its applicability in the social sciences, to explanation of dialectical critical realism and the philosophy of metaReality, this is the essential introduction for students of critical realism.

Are you a prison officer who feels nervous about dealing with Muslims on the wings? Are you a prison chaplain who wants to know how your chaplaincy affects the lives of prisoners? Are you a policymaker who needs a robust base of evidence for Islam in prison? Are you an academic or a journalist seeking ground-breaking social science in a contentious field? Based on original evidence from 279 Muslim prisoners and 79 prison officers, we explore how Muslims come to be incarcerated, how the practice of Islam affects prison life and rehabilitation, the types of Islam and the effects of Islamic conversion in prison and the professional practice of officers and chaplains. We also investigate the common belief that incarceration fosters Islamist extremism and suggest improvements to faith provision and rehabilitative opportunities for Muslim prisoners.

This volume explores the two themes of equity in employment for Muslim women, and the identity and aspirations of Muslim youth in an age of Islamophobia in Western countries through conceptual and empirical studies of employment discrimination and alienation in the UK and the Netherlands. To these accounts are added a worldwide perspective on how women (and especially ethnic minority and Muslim women) experience, and try to overcome ethno-religious discrimination in entry to employment. The themes of Muslim women and youth struggling to survive are illustrated by accounts of teachers from Gaza who are providing ‘alternative families’ for children traumatised and orphaned through Israeli attacks. The idea of peaceful resistance, and Islamic patience in the face of persecution is developed throughout the book, and applied in a variety of settings.

The Routledge Handbook of Muslim-Jewish Relations invites readers to deepen their understanding of the historical, social, cultural, and political themes that impact modern-day perceptions of interfaith dialogue. The volume is designed to illuminate positive encounters between Muslims and Jews, as well as points of conflict, within a historical framework. Among other goals, the volume seeks to correct common misperceptions about the history of Muslim-Jewish relations by complicating familiar political narratives to include dynamics such as the cross-influence of literary and intellectual traditions. Reflecting unique and original collaborations between internationally-renowned contributors, the book is intended to spark further collaborative and constructive conversation and scholarship in the academy and beyond.

What is a contract in Islam? Is it an aspect of Muslim religion or of secular life? How much has it changed over the centuries? Undertaking a search that spans revelation, legal tradition, and the reality of the Muslim world, this book explores the Islamic contract (‘aqd in Arabic) as a ‘city’ at the crossroads of convergent paths of translation, comparison, and law in context. In particular, the book shows that only by re-orienting traditional categories of Western law-religion toward the East can an alternative path of discovery for the ‘aqd be advanced. Hence, through a fortuitous encounter with an Arab Girl, the reader will (re-)visit the Temple of Western modernity and explore a city ruled by Towers of dialectical forces, carrying a hermeneutical Ring that combines dialectics, Islamic studies, and media theory. This interdisciplinary approach will not only enrich our knowledge of the ‘aqd but also make it more understandable as a cultural and social construction to which both Muslims and non-Muslims have participated in forging its multiple representations. By inviting the readers ‘to know who they are’ while looking at her, the Arab Girl is already waiting for us to listen to the Islamic contract in a new way. By applying a distinctive law and religion approach to the study of the contract in Islam, the book provides a comprehensive exploration of a topic that is of interest to legal and economic comparatists as well as to readers in anthropology, Islamic and cultural studies, and it is also of topical meaning for today’s international lawyers and the operators of an increasingly multicultural and transnational market.