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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 culminates with a model for freedom in Islamic schooling. It concludes with three key insights: (1) Islamic schooling can facilitate or constrain the way that leaders, teachers, students, and the school community experience freedom; (2) as freedom is a core value of Islam, it should be made central to the conceptualization and practice of Islamic schooling; and, (3) Islamic schooling, when grounded in the six freedoms, can be a pathway to comprehensive school reform and is applicable to Islamic schools. The book includes a Foreword written by Khaula Murtadha, Associate Vice Chancellor for the Office of Community Engagement, Indiana University-Purdue University Indianapolis, USA.
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."
