• Summary
  • Contents
  • Subject index

Educational Theories and Practices from the Majority World draws attention to ethnocentrism in educational research and practice. Whether it is educational theory, research or educational practices, most of the discourse is strongly marked by one single model, Western, so-called “modern” schooling. Scientific knowledge about education is typically seen as Western, and non-Western contexts are made subject to Western paradigms of inquiry.

This book counters this Western ethnocentrism and suggests some means to fight it. The Western perspective stems from a minority and it does not represent the majority of the world population that is situated outside of Europe and North-America. For millennia, various forms of educational theory and practices have been developed all over the world, and these are still in existence even though they may be ignored and despised by mainstream educational science. What does this wealth of educational forms have to offer in terms of innovative ideas? Could some of these be used to improve the quality and the appropriateness of modern schooling everywhere in the world?

The book contains contributions by authors from Africa, Asia, Europe, North America, Oceania, and South America. Several of them usually write in French or in Spanish, which will permit access to theories and research not always covered in English.

Socialization, Learning, and Basic Education in Islamic Contexts
Socialization, learning, and basic education in Islamic contexts
AbdeljalilAkkari

The aim of the first section of this chapter is to show how a Koranic school presence has remained constant in spite of the sudden emergence of Western-style schooling introduced by colonization. The second section of the chapter revisits the problem of terminology in the study of the Koranic school. In the third section, using the perspective of situated learning, we will try to analyze the pedagogical system of Koranic schools by describing the social and cognitive processes employed by this institution. In the final part, we hope to show how the current educational situation in several Islamic contexts could be better served through closer interactions between Koranic and Western ...

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