Description
This Element advocates the Majlis Curriculum as a culturally responsible framework for teacher education in Arabia. Rather than treating culture as a supplementary means of transmitting local values or reducing it to language instruction, the Element conceptualizes culture as an epistemic and pedagogical foundation for teacher training. It extends the Arab-Islamic tripartite model of Tarbiya, Ta'lim, and Ta'dib by introducing Al-Ra'y as a fourth component of deliberative reasoning. The Majlis is theorized as an educational space that cultivates deliberation and civic responsibility in conversation with the liberal arts. This Element, therefore, positions culturally responsible pedagogy as a precondition for culturally responsive teaching. Intercultural engagement requires identifying and activating local epistemologies that align with the aims of liberal arts. The Element offers a contextual approach that preserves cultural continuity and enables teachers in Arabia to engage with international educational discourses. This title is also available as Open Access on Cambridge Core.
Table of Contents
Foreword; Introduction; 1. Internationalizing education, the erosion of the local episteme, and intercultural possibilities; 2. Curriculum gaps and culturally responsible teaching in the Arab Gulf region; 3. A Majlis for teacher education: Tarbiya, Ta'lim, Ta'dib, and Al-Ra'y; 4. Al-Ra'y, Early Islamic thought, and the foundations of critical pedagogy; 5. Contextualizing liberal arts teacher education through the practices of Al-Ra'y; 6. Final Majlis thoughts: towards a culturally responsible pedagogy; References.
