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learning across borders

FOURTH QUARTER 

DECEMBER 201 2

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learning across bord

VOLUME 1 NUMBER 2

DIC Islamic Educator pilot course a great success

About 50 people registered for the iLabs Islamic teacher training course during 2012. It all began with DIC making it possible to conduct the Pilot course during the first half of this year ...

The Teaching and Facilitation for Islamic Practitioners course was born from a need to equip Discover Islam Centre‟s madrassah teachers with a view to bridging the gap between the formal and informal and was offered to enhance the practice of these teachers. It was run parallel to a course offered by Moulana Zakariyya on Islamic Branches of Knowledge complimenting it by covering aspects of teaching methodlogy and theories of learning. The key objective of the course was to empower afternoon Maktab teachers to impart their knowledge using contemporary teaching practice and theory. In Ferbruary of this year our pilot course kicked off at Discover Islam Centre with 25 educators coming from Madrassahs, Tahfith schools and Da‟wah institutions. They were there to enhance their teaching. They came from Oceanview to Ottery; From Houtbay to Delft and Wynberg to Lansdowne on Tuesday mornings to attend the course.

There was vigorous engagement with theories and theorists; with methodologies and understanding the social milieu of their learners. Over the five month period students had developed a collaborative group dynamic. Practical assessments gave participants an opportunity to teach and facilitate in real and simulated settings. Yasmine Jacobs was the lead facilitator and anchor for this course. Alhamdulillah 20 participants graduated on the 23rd June 2012 receiving a certificate of completion from Discover Islam Centre and 18 were awarded a SAQA certificate in Facilitation. Muniera Isaacs volunteered her services to DIC to make this possible. We would like to say Shukran to Muniera.

iLABS would like to thank Discover Islam Centre and particularly Ml. Zakariyya for the foresight and the confidence that he showed in iLABS and for taking the initiative by creating the platform that made this pilot course possible. The second Teaching and Facilitation for Islamic Practitioners course started in July held in the MJC Boardroom every Saturday morning. Students are currently busy with final assessments. The Graduation will be held on the 9th of December 2012 at the DIC Annual Luncheon which will take place at the Mayor‟s Banquet Hall in Cape Town.  See Photo Gallery on our Facebook page

In early July, Ml. Ali Adam of Islamia approached iLABS to provide training for their teachers from the various Islamia Colleges. The first IHYA Islamic Teacher Education programme was launched at the Islamia Academia Centre after Ramadhan this year.

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Sh. Ismail, Ml F Rylands, Hth. Abubakr & Hth. Feroz at the ITEP launch.

It is a unique course specifically tailored for Islamic studies educators teaching at primary and high schools. This course includes a strong element of Islamic pedagogy and traditional teaching theory and practice together with contemporary methodology. Eighteen teachers enrolled. They included Tahfith, Arabic and Islamic studies teachers. Cont‟d on pg.4

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IHYA-ITEP kicks off at Islamia College

iLABS NEWS

Participants started the course by locating themselves firstly in a South African context and then within a Muslim community of practice in the Cape.

STUDENTS RECEIVING THEIR GRADUATION CERTIFICATES

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Demystifying theory

Same-gender or co-ed

Discourse of Inclusion

iLABS Academic Devt. Programme

iLabs voices

Getting to grips with

Contemporary Theories In order to arrive at an effective, relevant Islamic Pedagogy we need a healthy balance between traditional methodology and current teaching practice Theory a misunderstood word. Habitus, Zone of Proximal Development, communities of practice, historical materialism, cognitive development, scaffolding, social capital, cultural capital – these are terms that raises the hair on the back of ordinary Muslims. In the sciences, theories are created after observation and empirical testing. They are designed to rationally and clearly explain a phenomenon. For example, Ibn Haythum

came up with a theory about light being reflected off objects, and the theory proved to be both testable and correct with his pin hole camera (camera obscura) experiment. Scientific theories are not quite the same thing as facts, but they are often very similar; scientists usually test their theories extensively first, looking for obvious problems which could cause the theory to be challenged. In education “the ultimate test of theory is whether it improves practice.”

Learning in action …

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As the world bleeds at the hands of our former colonial masters, Gaza is in flames, Syrians are being butchered by supposed believers and yet our

worldwide news coverage is some what romanticized. Are our voices enough? The thought of economically isolating Israel seems somewhat a great idea, yet the rippling effect will indeed affect even our local brethren employed by the Zionist- clandestine companies. My thoughts are those which are practical, make the voices heard, flood the Facebook,twitter and all other networks and let the world hear us as South African Muslimeen calling out to Allah in this period of devastation. by the Wayfarer-ibnTurab

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WE FIND OURSELVES GRAPPLING with our social identity, as muslims in the workplace, our persona is that of a Harvard graduate and yet when we find ourselves amongst other muslimeen, its all peace be upon you. I might not have all the answers but why do we shy away from who we are, where we come from, where we are heading ? May Allah grant us the istiqama-steadfastness to transcend from being one-sided beings to those who are more balanced and see the aaghira as a near reality.

What we fail to recognise is that great Muslim scholars of the past have all initiated and contributed to the development of these theories. In the field of education Ibn Sahnun, Al Jahiz, Al Miskaway, Ibn Sina, Al Farabi, Imam al Ghazali, Zarnuji , Ibn Rushd, Ibn Khaldun and a host of others have developed quite complex theory of education and learning. They lie at the root of western theoretical achievement today. We as Muslims seem to have abandoned them and their tradition of scholarship. iLABS through its ITEP programme has attempted to locate the contributions of these Muslim scholars and are in the process of mapping it to show interrelation to contemporary theory in an effort to demysify it.

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same gender or co-ed. which way to go? There is large consensus that same gender environments provide a nurturing space where girls can develop and learn without being distracted by boys. Research certainly seems to support some of these claims, showing that girls‟ schools produce significantly more female mathematicians, engineers, scientists and linguists than schools catering for both sexes – and that both girls and boys perform better on standardised tests when they went to separate schools.

On the FCAT (Florida Comprehensive Assessment Test), where boys and girls learn the experience the same curriculum the percentage of students were the following: girls in single-sex classes: 75% scored proficient boys in single-sex classes: 86% scored proficient. boys in coed: 37% scored proficient girls in coed: 59% scored proficient A classic study from Jamaica: Marlene Hamilton, studying students in Jamaica,

found that students attending single-sex schools outperformed students in coed schools in almost every subject tested. At the time of the study, public single-sex schools were still widely available in Jamaica, so that there were few if any socioeconomic or academic variables which distinguished students at single-sex schools from students at coed schools. (http://www.yourparenting.co.za/child/learn/bigschool/same sex/co-ed-or-single-sex-schools.htm)

Darun Na‟im Girl‟s HS a case in point Darun Na‟im was established, not only adhering to the Sunnah, but to create a safe environment for young women to concentrate on developing their minds, spirituality and self confidence and not to be concerned about their outward appearance. The objectives of the school are to develop a generation of young women who are Allah-loving and Allah-fearing and who will, Insha-Allah, be successful in this life and in the Hereafter. We also aim to provide quality education and academic excellence based on sound Islamic teachings. Our approach to imparting knowledge and education is holistic and based on the understanding that knowledge for a Muslim is not divided into religious and „secular‟ studies but to lead learners to develop balanced, pleasant personalities and to view spiritual and everyday life as one unit.

All of our teachers are therefore instructed to always link their lesson to Quran ayah or ahadeeth, be it Natural Science or the English Language. Thus our learners are constantly reminded of their Creator. Allah says in the Holy Quraan that wealth and children are a test to whom they are given. So our test is to see how we are going to raise our children. Do we raise them according to the laws of Allah and the Sunnah of the Nabie SWA or do we raise them according to what this world dictates to us?

Tawbah

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Lets make use of this gift from Allah, it is as if Allah has given us a tawbah helpline 222, It will require getting up at 2 in the morning performing 2 rakaats and shedding 2 tears. So when you feel the burden of the sin heavy on your heart dial the helpline and remember us too. Transcript of her 5 minute class presentation of the ITEP course.

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What stands out most of all is that the Prophet said her tawbah was so great that had it been spread among the people of Madina it would suffice for them. He also led her janaazah. Today our tawbah

is in need of tawbah! Let us not delay in tawbah. There is so much benefit in it, in order for our duaas to be accepted.

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Like every sickness needs a cure, sins require tawbah (repentance). The Prophet (SAW) made tawbah seventy times a day according to some narrations and 100 times according to others. So we as Muslims should firstly acknowledge our wrong doings whether it be against

fellow human being or to Allah SWT. We have to ask for forgiveness keeping the conditions of Tawbah in mind. Jannah can be earned through sincere tawbah. A woman in the time of the Prophet SAW who committed zina and came to the Prophet so that the punishment could be given to her -we all know this tory well.

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IN LIFE ONE DOES not always get a second chance, but tawbah is a chance from Allah SWT to make right what we have done wrong. Tawbah in essence means to return to Allah giving us that chance to leave our sins behind and cleanse our slate over and over again.

By Sumayah Carr

iLABS NEWS

a gift from Allah

iLABS News – Learning Across Borders

Discourse of

inclusion

At a time when prevailing neo-liberal policy aims to position higher education as an economic venture and students as customers, discourses of inclusion are vital. Terms such as access, widening participation, equity, equality and diversity, and lifelong learning commonly feature in discourses of inclusion related to higher education. The shifting meanings and fluid uses of these terms serve as an indication of the increasing tensions between neo-liberal economic forces and the role of higher education in modern society. Researchers and theorists, policy-makers and practitioners all have a voice in the diverse range of discourses of inclusion and much is still to be learned and understood from a sharing of their perspectives and experiences. Whilst conferences busy itself examining and debating scholarly issues associated with inclusion and widening participation in higher education, iLABS has mapped international perspectives on educational inclusion, and developed new collaboration and joint working for the future.

It was born from the reality that there are neglected links between research and theory, and policy and practice in the promotion of widening participation in education. iLABS aims to provide a forum for the development of theory and creating innovative practice in the field of widening participation and lifelong learning. iLABS is interdisciplinary and cross-sectoral, creating access and widening participation to higher education, further education, community-based learning and schools.

Struggle for smarts? How eastern and western cultures tackle Stigler knew that in American class- kid is going to break into tears!' " learning. rooms, it was usually the best kid in the class who was invited to the board. So he watched with interest as the Japanese student dutifully came to the board and started drawing, but still couldn't complete the cube. Every few minutes, the teacher would ask the rest of the class whether the kid had gotten it right, and the class would look up from their work, and shake their heads no. As the period progressed, Stigler noticed that he was getting more and more anxious.

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(cont’d from page 1) … ITEP draws on a wide range of international research and theory of education in an integrated way. It also serves as a platform where teachers can raise challenges and share their experiences in a collaborative way amongst peers. Assessments and practice teaching components are conducted on-site with pupils. The Ghazali day was particularly interesting when participants were exposed to the use of new media presentation. The IHYA ITEP programme also included sections on communication and facilitation; theories of learning and cognitive development; pedagogy and curriculum. iLABS are thankful to the 2 Oceans Foundation for its support 

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"I realized that I was sitting there starting to perspire," he says, "because I was really empathizing with this kid. I thought, 'This

But the kid didn't break into tears. Stigler says the child continued to draw his cube with equanimity. "And at the end of the class, he did make his cube look right! And the teacher said to the class, 'How does that look, class?' And they all looked up and said, 'He did it!' And they broke into applause." The kid smiled a huge smile and sat down, clearly proud of himself. Stigler is now a professor of psychology at UCLA who studies teaching and learning around the world, and he says it was this small experience that first got him thinking about how differently East and West approach the experience of intellectual struggle. NPR Radio

iLABS NEWS

In 1979, when Jim Stigler was still a graduate student at the University of Michigan, he went to Japan to research teaching methods and found himself sitting in the back row of a crowded fourth-grade math class. "The teacher was trying to teach the class how to draw three-dimensional cubes on paper," Stigler explains, "and one kid was just totally having trouble with it. His cube looked all cockeyed, so the teacher said to him, 'Why don't you go put yours on the board?' So right there I thought, 'That's interesting! He took the one who can't do it and told him to go and put it on the board.' "

iLABS News – Learning Across Borders

iLABS Academic Development Programme A’lims, Madrassah teachers and Islamic practitioners are generally schooled within the non formal and informal arenas of learning. In countries where Muslims are in the minority we are still involved in a struggle for validation and recognised certification.

Creating learning Islamic Higher Education is generally termed as informal, non formal, indigenous platforms knowledge, faith-based instruction, but never as a part of national qualifications. As a community we have been discussing, debating, complaining and conferencing since before the Islamisation frenzy of the 80s. To this end, the iLABS Learning across borders initiative has embarked on practical ways in which A’lims, Tahfith instructors and Maktab teachers could be steered and scaffolded in ways that can open up new academic possibilities and access to formal higher learning qualifications. This year iLABS has started its academic development programme with a primary focus on research. On a practical level we have started a mentoring and development process and look forward to next year InshaAllah. 

Dr Timothy Winters on Education Q: You have spent much time in Western universities. Do you think that academic attitudes to Muslims are changing?

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Timothy Winter a.k.a. Sheikh Abdal Hakim Murad graduated from the University of Cambridge in 1983. He then studied and taught at the Al-Azhar University in Egypt for several years, and spent several more in Jeddah, with Shaykh Habib Ahmad Mashhur al-Haddad. He is currently the Shaykh Zayed Lecturer of Islamic Studies at Cambridge

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when the interests of Islam require this. Most Muslim teachers of Islam in British universities now are in fact from the convert community. They face an interesting task, since Islamic studies, which was until recently a minor academic ghetto, has taken on immediate and heavy political and cultural significance in the past two decades. It is on the basis of the advice and literary output of academics that politicians often take their decisions in parts of the world about which they know little. Hence it is of vital importance for Muslims to rectify the current asymmetry in universities and play a central role. 

iLABS NEWS

AHM: Islamic Studies departments in the West are an anachronism, inasmuch as Jewish Studies are almost always taught by Jews, Christian studies by Christians, feminist studies by feminists, and so on; while Islamic studies are almost invariably taught by people indifferent to the religion, and in some cases actively hostile. I have encountered several cases of Muslim scholars excluded from jobs for which they are wellqualified simply because appointments committees believe that Muslims cannot be 'objective' when teaching Islam. Using that logic, one would have to prevent Christians from teaching Christianity, and feminists from teaching feminism, and so on! The only way around this really is for British Muslims whose Islam is not conspicuous or even known to enter university life. Oddly, there seems to be less prejudice against converts than against native Muslims, perhaps because converts under-stand how to be inconspicuous

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iLABS News – Learning Across Borders

A Message of Hope Celebrating 1400 years of muslim scholastic endeavour… a beacon of light for the future 1400 years of Islamic scholarship produced of the world’s greatest theorists. Both Muslims and non Muslims alike have been celebrating these contributions for centuries. It seems that some time during the past few centuries, Muslim scholars have passed on this baton to Europe. The so-called “decline” is over. In the Quran Allah SWT describes development as cyclical. At this point we are in the midst of the cycle of the renewed growth and celebration of knowledge. We have entered the era of Tadhakkur wa tadabbur. Muslim women and men have inserted themselves within the highest echelons of science, mathematics, medicine, media, arts, sports, literature, new technologies. Through the Arab spring it is evident that the ummah assert themselves at a political level. The sheer growth of Muslims demographically are positive signs. Not to mention the rise of Islam in the west, this is undeniable. One cannot fail to recognise that Muslims are under attack at many levels, however this is proof that Muslims pose a threat given their trajectory of growth. One can only be inspired by the academic achievements and theoretical contribution of Muslims all over the world today. Participating in debates and conferences, heading up all kinds of departments in western universities. A wonderful development during the past decade is the way in which muslim scholars, particularly traditional ones, have started to utilise the Internet and new media as learning platforms and sites of producing new knowledge. Islam is clearly reframing itself in the new millennium. There is much to be hopeful about. May Allah SWT protect muslim lands and shield Muslims from Ẓulm wherever they may find themselves.

The Art of Listening By Shaykh „Abd al-Fattah Abu Ghuddah

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(p 29-30 of “Islamic Manners” by Shaykh „Abd al-Fattah Abu Ghuddah) .

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The honourable Imam „Abdullah ibn Wahab al-Qurashi alMasri, a companion of Imam Malik, al-Layth ibn Sa‟d and alThawri, said, “Sometimes a person would tell me a story that I have heard before his parents had wed. Yet I listened as if I have never heard it before.” Ibrahim ibn al-Junayd said, “A wise man said to his son, „Learn the art of listening as you learn the art of speaking.‟” .Listening well means maintaining eye contact, allowing the speaker to finish the speech and restraining your urge to interrupt his speech. .Al-Hafiz al-Khatib al-Baghdadi said in a poem: “Never interrupt a talk, though you know it inside out.”"

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“If a person starts telling you, whether you are alone or in the company of others, something that you already knew very well, you should pretend as if you do not know it. Do not rush to reveal your knowledge or to interfere with the speech. Instead, show your attention and concentration. The honourable Tabi‟i Imam „Ata ibn Abi Rabah said, “A young man would tell me something that I may have heard before he was born. Nevertheless, I listen to him as if I had never heard it before.” . .Khalid ibn Safwan al-Tamimi, who frequented the courts of two Khalifas: „Umar ibn „Abd al-‟Aziz and Hisham ibn „Abd alMalik, said, “If a person tells you something you have heard before, or news that you already learnt, do not interrupt him to exhibit your knowledge to those present. This is rude and illmannered.”

iLABS News – Learning Across Borders

Re-framing Muslim Women By Waseema Hendricks & Masnoena Kamalie

HISTORICALLY, MUSLIM WOMEN PLAYED a pivotal role in the foundation of civilizations with their contributions as jurists, mystics, poets, scholars and may other fields. Ayesha bint AbuBakr (RA) is known for memorising a multitude of ahadith and teacher of many companions and Hafsah bint Umar (RA) played a pivotal role in the compilation of the Qur’an. Rubiyya bint Muawidh bint Afrah (RA), was a Hadith scholar her narrations are found in Bukhari, Muslim, Ibn Majah and other compilations. Shaykh Nadwi states that interestingly, there is no single Hadith which has been rejected from a woman on account of her being a fabricating liar. Amrah bint Abdur Rahman of the greatest of the female Successors, a jurist, a mufti, and a Hadith specialist. Caliph Umar b. ‘Abdul ‘Aziz used to say: “…Go to Amrah, she is the vast vessel of Hadith.” Umm Darda, taught in both the great Umayyad Mosque, and Jerusalem. Her class was attended my Imams, jurists, and Hadith scholars including the Caliph Abdul Malik b. Marwan. Fatima al-Juzdani, was a great scholar from Isfahan. After mastering the book Al- Mu’jam Al-Kabeer, with AbuBakr b. Rida, subsequently taught it many times.

No scholar alive today has studied this book, or part of it with a teacher.

of the Hadith scholars, Ibn Hajar AlAsqalani.

Moreover, there is not a single narration of this book except from women, because it was forgotten by male Hadith scholars!

In science, Maryam Al-Astrolabe, 10th Century Syrian scholar pioneered the development of astrolabes; Medieval navigation device used to calculate time, latitude, longitude, the position of the planets. This laid the foundation of the modern GPS and Satellite systems used today.

Fatima al-Samarqandiyya, daughter of Ala’addin al-Samarqand and wife of Imam Kasani,was an expert in Hadith and other religious sciences. Imam Kasani’s students narrate that he consulted his wife on matters of great significance when he was unable to solve them. Aisha bint Sa’d ibn Abi Waqas, a jurist and scholar, taught the jurist Imam Malik, founder of the Maliki school of Thought. Asiyah bint Ahmed A. Da'eem b. Ni'mah was known for her recitation of the Qur'an Islamic teaching. Abu Fajr, Zahir alTaqafiy and ibn Sakina gave her ijaza in teaching. Aisha bint Muhammad ibn Abdel Hadi in Damascus taught many of the prominent Muslim men of her era. She possessed the shortest chain of narration back to the Prophet (peace be upon him) and taught

TEACHING PROGRAMME 19 JAN – 15 JUNE 2013

This newsletter will dedicate a page to this topic over the next 6 months.

THE IHYA-ITEP PROGRAMME is a structured training course that develops Islamic educators in understanding traditional Islamic pedagogy and the use of contemporary teaching methodologies and facilitation tools.

Teaching Methodology  Theories of Learning  Islamic Pedagogy  Communication  Facilitation iLABS Learning Across Borders for more info on see our Facebook page

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When: Sat 8:30 - 12:00

19th century princess, Nana Asma’u bint Shehu Usmandan Fodiyo of Nigeria was poet, writer, counsellor, teacher and scholar, an advisor to her father and also known as a devotee to and reformer of Muslim women's education. 

iLABS NEWS

IHYA Education Programme ISLAMIC TEACHER

Fatima al-Fihri founder of the oldest University in the World- Al Qarawiyyin in Fez, Morroco, in 859 CE. This led to12th and 13th centuries, when 160 mosques and madaris were established in Damascus, 26 of which were funded by women through the waqf system.

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A pleasant surprise by Gadija Essop DISCOVER ISLAM ADVERTISED the course Teaching and Facilitation for Islamic Education Practitioners just as I was becoming increasing-ly frustrated at home after taking time out from an exceptionally gruelling stint within a community organisation. I decided that I would start teaching Islamic Studies the following year. Opportunely this course came along, which is exactly what I needed to enhance my skills. With some trepidation, I registered, apprehensive that the course would prove to be inadequate. However, I was extremely pleasantly surprised. Together with an amazing array of students from all walks of life, we were exposed to a resourceful, knowledgeable, well functioning and passionate team from iLabs, Abubakr Shabudien and Yasmine Jacobs. Together they guided us along the paths of history of Islamic Education, exploring teaching methods extrapolated from the Quran and the Sunnah, and brought to the shores of South Africa by Tuan Guru, teaching methodologies still employed We learnt about Pedagogy, Community of Practice, Cognitive Development and Theories of Learning, Teaching Practices, Communication and Facilitation skills. We were exposed to well known theorists in education like Piaget and Vygotsky and Islamic scholars like Al Ghazali. Together they strived to achieve the objective of the course – “to produce efficient, confident, empowered, skilled and dynamic educators of Islam…..” The efficient and effective training, combined with numerous assignments, check your progress reports, simulated practicals, amazingly comprehensive notes and so much more certainly aspire to achieving these objectives. I would recommend that every individual involved with the teaching of Islamic Education, and who does not have a formal education qualification, to undergo this rigorous and practical course. It can but enhance and empower our educators and benefit our learners. Thank you iLabs and Discover Islam!

Millennial muslim by Shahida Darcy

Shahieda Darcy We have already seen a change in our learners due to the changes made in our teaching style. We are seeing learners who used to be in the “background”, finding their voice for the first time, now display leadership skills. We have learnt things about our learners that I don‟t think we would have without doing this course. Thank you once again Yasmine and Abubakr.

Rameez Adams Some paths we choose, some we are pushed into, other paths we ignore and some we embrace enthusiastically - Alhamdulillah the iLabs path has been a thought provoking path, one of many challenges,mentally and intellectually,a mentorship of note and its potential knows no boundaries,I hope to stick around for than a while… ALF Shukran

Masnoena Kamalie Shukran, for developing and harnesssing in us the skills and confidence, to utilize the tools presented in the course… You‟re an amazing inspirational educator and mentor… keep up with the tremendous rate of change all around them in order to effectively turn the order to effectively order to order to tide?

Sh Feroz Mohammed Since I have been involved with iLabs I have only gained, I have never experienced this type of stimulating learning.

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"My time with the ITEP Course was invigorating. It provided a foundation for effective teaching methods and encompassed a broad range of subjects that broadened my mind to new perspectives, resources and provided tools to navigate the murky waters that educators sometimes swim in. I found myself pondering on my place in this world as an Islamic Educator and the course allowed me to contemplate on my role as an educator. And to rethink the role played by educators and the impact that one has on the minds and thinking of our students especially the young students."

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families and to a large extent our Islamic Culture. Technology has also changed the way students learn, being able to relate using multiple modalities at the same time. Some schools in the Middle East have opted to go for the paperless school but it seems that children are too immature to learn at this level all too often being distracted by the lure of social networking. My question now is: Have we made the adjustments needed to cater for the needs of the learner we are currently faced with? Are our “madaaries” doing enough to keep up with the tremendous rate of change all around them in order to effectively turn the tide?

Waseema Hendriks

iLABS NEWS

For many a year, Islam was taught in a way that the outcomes where people who could perform their salaah and recite dua‟s, without understanding what they were actually saying or why they were doing what they were doing. Yet their commitment was true and their loyalty without question. We now live in a time of Instant Knowledge in the forms of TV, computers and the internet, cell phones and I-pods and the notorious Sheikh Google! Over and above all of this, would be the Instant Gratification Culture that we are trapped in. Like a virus, it has methodically infected our society to the core, eroded our morality,

voices