Learning to Teach Islam as a Non-Muslim in the Twin Cities
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| Title: | Learning to Teach Islam as a Non-Muslim in the Twin Cities |
|---|---|
| Language: | English |
| Authors: | Burr, Elizabeth G. |
| Source: | Teaching Theology & Religion. Jul 2005 8(3):155-163. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Muslims, Student Attitudes, Textbooks, Islam, Islamic Culture, State Colleges, Teaching Methods, Cultural Pluralism, Cultural Differences, Religious Education, Religion Studies, Religious Cultural Groups |
| Geographic Terms: | Minnesota |
| DOI: | 10.1111/j.1467-9647.2005.00239.x |
| ISSN: | 1368-4868 |
| Abstract: | In this essay I reflect on my experience thus far of teaching Islam as a non-Muslim at Metropolitan State University and at the University of St. Thomas in Minneapolis and St. Paul, Minnesota. I begin by narrating a conversation about conversation that I had with one of my Muslim students. Then I introduce the theme of multiplicity as a way of being, teaching, and learning. The third section illustrates the theme of multiplicity pedagogically with reference to institutional identity, choice of textbooks, topical organization of the course, the "mosque visit" assignment, and class composition and student roles in the classroom. I conclude in the fourth section with personal reflections on multiplicity in relation to credibility and identity, politics and transformation. The essay was inspired by my realization that I embody multiple religious identities, and that one of my purposes is to build community inside and outside the classroom in an effort not only to transcend the tendency of our culture to adopt an essentialist view of Islam as suspect and alien, but also to recover Islam as a universal religion and to consider its agenda for world transformation alongside those of other religions. |
| Abstractor: | As Provided |
| Number of References: | 18 |
| Entry Date: | 2009 |
| Accession Number: | EJ853696 |
| Database: | ERIC |
| Abstract: | In this essay I reflect on my experience thus far of teaching Islam as a non-Muslim at Metropolitan State University and at the University of St. Thomas in Minneapolis and St. Paul, Minnesota. I begin by narrating a conversation about conversation that I had with one of my Muslim students. Then I introduce the theme of multiplicity as a way of being, teaching, and learning. The third section illustrates the theme of multiplicity pedagogically with reference to institutional identity, choice of textbooks, topical organization of the course, the "mosque visit" assignment, and class composition and student roles in the classroom. I conclude in the fourth section with personal reflections on multiplicity in relation to credibility and identity, politics and transformation. The essay was inspired by my realization that I embody multiple religious identities, and that one of my purposes is to build community inside and outside the classroom in an effort not only to transcend the tendency of our culture to adopt an essentialist view of Islam as suspect and alien, but also to recover Islam as a universal religion and to consider its agenda for world transformation alongside those of other religions. |
|---|---|
| ISSN: | 1368-4868 |
| DOI: | 10.1111/j.1467-9647.2005.00239.x |
