Description: "Islam, Education and Freedom explores six key areas of freedom: identity, acceptance, pedagogy, conflict, trust, and love. Based on a qualitative case study of a progressive Islamic school in Southern California, North Star Academy, the book illustrates through the voices of the participants how each particular freedom was applied in the school. The authors show how the six freedoms were understood, taught, and practiced with the aim of developing courageous and confident American Muslims. It explores the ways the school leaders facilitate and impart each freedom and the influence this has on the development of American Muslim students' identity. The book includes a Foreword written by Khaula Murtadha, Associate Vice Chancellor for the Office of Community Engagement, Indiana University-Purdue University Indianapolis, USA"--
Brief description: Melanie C. Brooks is an Associate Dean (Research) and Associate Professor in Educational Leadership at Edith Cowan University, Western Australia. Her research explores how school leaders influence schooling structures, policies, and practices based on faith. She was a Fulbright Senior Scholar grant recipient to the Philippines and her work is published in leading education research journals. She is the author of Education and Muslim Identity During a Time of Tension (Routledge 2019) and co-editor of several books on leadership. In 2019, she was awarded the "Bridge People" Award at AERA's annual meeting for her work "creating a bridge between themselves and others."
Review Quotes:
"Islam, Education, and Freedom offers a deep glimpse into the journeys of leaders of Muslim schools and some of the complex issues they face in determining what Islamic freedom looks like in Western schooling spaces. Unparalleled and riveting, it is the first such work of its kind. This book can be a core text in our understanding of education for Muslim youth in the US and beyond." --Muhammad A. Khalifa, Professor of Educational Administration, Ohio State University, USA, and President/CEO, Ajusted Equity Solutions, Founder and President, Teaching for Equity, Empowerment and Community Healing
"In this timely and well-written book, Ezzani and Brooks remind us that in a polarized world riddled with misinformation, disinformation, misconception, and bias, an understanding of multiculturalism, respect for diversity, open dialogue, tolerance, and inclusivity are essential to developing an inclusive, cohesive and just society and that schools should and can serve this purpose. Through a well-conducted field study of a progressive Islamic School, the authors eloquently give us an insight into the lives and challenges of progressive Muslim educators, explaining how the progressive Islamic framework led by an intuitive school leader promotes a culture of freedom and nurtures a whole person with respect, compassion, and care. A highly recommended book for those who want to get into that Islamic school around the corner and what it really stands for in the context of a liberating pedagogy, disciplined dissent, equity, democracy, and freedom!" --Mustafa Toprak, Associate Professor of Educational Administration & Policy, American University in Cairo, Egypt "A must-have for any scholar or practitioner interested in the connection between Islam, Education, and Freedom. This ground-breaking research examines one progressive Islamic school that provides a framework for what freedom in today's school could look like. In this work, the authors also address misconceptions and the history of what it means to be Muslim in the US today. If you're interested in an excellent source for understanding multiple leadership perspectives, incorporate this book into your reading, teaching, and learning." --Frank Hernandez, Dean of the College of Education, Texas Christian University, USA "This book reminds us that a progressive interpretation of Islam is centered around key American values of freedom, social justice, human rights, inclusion, and compassion. We also learn that American Muslims are just like everyone else - full of national pride and feelings, full of humanity, charitable, have aspirations, and are community/family focused. A key finding of this publication is that a decolonized curriculum - where we learn about other histories and cultures from a non-Western perspective - is critical in reminding and re-educating America of its key character built around freedom, equality, autonomy, and religious plurality." --Aminul Hoque, Lecturer in the Educational Studies Department Goldsmiths College, University of London, UK "A combination of the history of slavery and religious discrimination in the U.S. from its foundation to the present day, Brooks and Ezzani methodologically examine the intersection of religion, education, and freedom through their study of a progressive Islamic school. The book is vital in today's sociopolitical and racially charged climate and challenges dominant ideologies that continue to permeate schools, communities, and society. With clarity and compassion, the authors inspire us to deeply engage more constructively to bring about transformative change." --Gaëtane Jean-Marie, Dean and Professor of Educational Leadership, College of Education, Rowan University, USA "A valuable addition to the leadership preparation curriculum. Currently, our knowledge of Muslim school leaders is limited by a lack of research and harmful yet prevalent ideologies about Muslims in the United States and abroad. The authors unpack some of the realities of schooling for Muslim children in the United States and present factual representations of the lives and work of Muslim leaders who seek to provide an education for children who are too often relegated to the margins." --Linda C. Tillman, Professor Emerita, University of North Carolina-Chapel Hill, USA "Freedom, Education, and Islam introduces an unconventional, if not exactly uncommon perspective. It looks into leadership approaches within a Muslim school community that thoughtfully attempts to respond to their specific diasporic conditions with practical wisdom and resilience. On the other hand, this also points to the inherent flexibility of Islamic philosophical thought with its claims to universality, as reflected in practices of Ijtihad and Ijma embedded in Shura, providing spaces for some adaptations. However, the challenging aspect is relocating these highly technical terms into the public domain. As a Muslim and a student of Islam, I will be interested to know how Muslim scholars and conservative Ulama would respond to this progressive approach, and secondly, will this approach really foster the development of Muslim identity in a pluralistic society where Muslims might be a marginalised minority?" --Saeeda Shah, Senior Lecturer at the School of Education, University of Leicester, UK "A timely and vital educational contribution. Brooks and Ezzani's research, insights, and recommendations catalyze change, encouraging us to build bridges of understanding and embrace the richness and diversity of Muslims and Islam within the American educational system. This book encourages American and international readers to explore the progressive approach in relation to Muslim and educators' practices and perspectives. Brooks and Ezzani explore concepts that are misunderstood when connected to Islam, such as freedom and social justice. This book invites us to explore six types of freedoms (identity, acceptance, pedagogy, conflict, trust, and love). Their writing style is impressive, and their ability to communicate complex ideas in a clear and accessible manner is commendable, making the content informative and enjoyable to read." --Rania Sawalhi, Director/Co-founde of Eduenterprise, USA "A must-read for educators and policymakers wanting to know how the spirit of freedom is enacted in Islamic schools. The term 'freedom' has long been discussed in Islamic literature, although most works mostly focused on conceptualizing freedom within law, politics, and sociology. Therefore, the authors have successfully explored and uncovered the concept of freedom in educational institutions and contributed to the increasing number of scholarships examining the Islamic conceptualization in education." --Agus Mutohar, Senior Lecturer, Faculty of Islamic Education and Teacher Training, Walisongo State Islamic University, Indonesia