Developing a critical pedagogy of ‘research-based’ teaching in Islamic studies

Abstract

Studying Islam and Middle Eastern politics has become highly popular, particularly in American and British universities after the 9/11 and 7/7 terrorist events. Unfortunately, the increasing interest in Islam and Muslims in the West is often based on (mis)recognition of images of Muslims in the media. This has created a new set of problems of ignorance and misunderstandings about terrorism and the Islamic world. The intent of this article is to outline a ‘critical pedagogy’ of research-based teaching for Islamic studies and illustrate how this kind of pedagogical engagement better equips students to ‘problematise the natural, cultural and historical reality’ and dominant Orientalist assumptions about the relationship between Islam and terrorism. This article shows how research-based teaching can help students to become critical thinkers to connect knowledge and power while studying Islam and Middle Eastern politics.

Keywords:

• critical pedagogy
• research-based teaching
• Islam and terrorism
• Islamic studies
• Middle Eastern politics

Notes

1. http://www.aber.ac.uk/en/quality-assurance/research-practice/.

2. See the online module information: http://www.aber.ac.uk/en/modules/deptcurrent/?m=IP39720.

3. See the copy of exam paper for 2009/2010: http://www.aber.ac.uk/en/media/IP39720-10.pdf.

4. See the online module identifier: http://www.aber.ac.uk/en/modules/deptcurrent/?m=IP39520.

5. See Aberystwyth University Case Studies – Grade Centre for Electronic Learning Portfolios: http://nexus.aber.ac.uk/xwiki/bin/view/Main/grade_centre_gol.