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This book draws upon ethical dimensions of Muslim education as a means through which to address contemporary issues, such as social and societal conflicts, exclusion and marginalisation, and violence. It argues that an ethical Muslim education is underscored by the practice of autonomous, critical and deliberative engagement that can engender reflective judgement, compassionate recognition and a responsible ethical (Muslim) community. Such a community is not only capable of cultivating human relationships based on non-coercion, truthful and peaceful human coexistence, but can also quell the stereotypes and forms of dystopia and exclusion that are pervasive in contemporary society. Put differently, Muslim education extends the neo-Kantian view that ethical human conduct can be rationalised in terms of achieving morally worthwhile action towards forms of engagement that are potentially disruptive. Nuraan Davids is a Senior Lecturer in the Department of Education Policy Studs at Stellenbosch University, South Africa. She has previously published Women, Cosmopolitanism and Islamic Education and Citizenship, Education and Violence (with Yusef Waghid). Yusef Waghid is a Distinguished Professor of Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University, South Africa. He has previously published African Philosophy of Education Reconsidered.

Education. --- Islam. --- Philosophy and social sciences. --- Education --- Church and education. --- Ethnicity. --- Religion and Education. --- Educational Philosophy. --- Philosophy of Education. --- Ethnicity Studies. --- Philosophy. --- Islamic religious education. --- Muslim religious education --- Religious education, Islamic --- Islamic education --- Religious education --- Religion and education. --- Mohammedanism --- Muhammadanism --- Muslimism --- Mussulmanism --- Religions --- Muslims --- Ethnic identity --- Group identity --- Cultural fusion --- Multiculturalism --- Cultural pluralism --- Education—Philosophy. --- Social sciences and philosophy --- Social sciences --- Education and church

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This edited collection explores how democratic citizenship education manifests across the African continent. A recognition of rights and responsibilities coupled with an emphasis on deliberative engagement among citizens, while not uniquely African, provides ample evidence that the concept can most appropriately be realised in relation to its connectedness with experiences of people living on the continent. Focussing on a diverse collection of voices, the editors and authors examine countries that have an overwhelming allegiance to democratic citizenship education. In doing so, they acknowledge that this concept, enveloped by a certain Africanness, has the potential to manifest in practices across the African continent. By highlighting the success of democratic citizenship education, the diverse and varied contributions from across this vast continent address the malaise in its implementation in countries where autocratic rule prevails. This pioneering volume will be an invaluable resource for researchers and students working in the fields of education and sociology, particularly those with an interest in education policy, philosophy of education and global citizenship initiatives.

Education. --- International education. --- Comparative education. --- Educational policy. --- ducation and state. --- Educational sociology. --- Higher education. --- Education and sociology. --- Sociology, Educational. --- International and Comparative Education. --- Educational Policy and Politics. --- Higher Education. --- Sociology of Education. --- Democracy and education --- Citizenship --- Democracy --- Study and teaching --- Self-government --- Political science --- Equality --- Representative government and representation --- Republics --- Birthright citizenship --- Citizenship (International law) --- National citizenship --- Nationality (Citizenship) --- Public law --- Allegiance --- Civics --- Domicile --- Political rights --- Education and democracy --- Education --- Law and legislation --- Education, Higher. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- International education . --- Education and state. --- Educational sociology . --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- Government policy --- History

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This book extends liberal understandings in and about democratic citizenship education in relation to university pedagogy, more specifically higher teaching and learning. The authors’ argument is in defence of cultivating humanity through (higher) educational encounters on the basis of virtues that connect with the idea of love. Unlike romantic and erotic love, the book examines love in relation to educational encounters whereby humans or citizens can engage autonomously, deliberatively andresponsibly, yet lovingly. The rationale for focussing on the notion of philia (love) in educational encounters, the authors argue, is thatdoing so allows our current understandings of such encounters to be expanded beyond mere talk of reasonable engagements—autonomous action, deliberative iterations, and simple action—toward emotive enactments that could enhance human relations in educational encounters.

Educational policy. --- Education and state. --- Education—Philosophy. --- Educational Policy and Politics. --- Educational Philosophy. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- Citizenship --- Citizenship Education. --- Study and teaching. --- Philosophy.

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This book argues for renewed understandings of academic activism, understandings that conceive of the ideas, arguments and scholarship of the academe as embedded within the practices of what the academy does. It examines why and how a renewed notion of academic activism informs a philosophy of higher education specifically in relation to teaching and learning. The book focuses on the theories and practices of teaching and learning, in particular how such pedagogical actions are guided by social, political and cultural influences outside of the university as a higher education institution. The authors advocate for a living philosophy of higher education that is commensurate with real actions and imaginary fictions of what constitutes higher education and what remains in becoming for the discourse. With a focus on South African social justice education, the book imagines pathways for academic activism to manifest in revolutionised pedagogical actions or actions that bring into contestation what already exists with the possibility for the cultivation of renewal. .

Critical pedagogy --- Education, Higher --- Social justice and education --- Education and social justice --- Education --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Popular education --- Transformative learning --- Pedagogia crítica --- Educació superior --- Justícia social --- República de Sud-àfrica --- Igualtat --- Justícia ambiental --- Justícia distributiva --- Reparacions d'injustícies històriques --- Reivindicacions socials --- Educació universitària --- Ensenyament superior --- Ensenyament universitari --- Estudis superiors --- Estudis universitaris --- Etapes educatives --- Abandó dels estudis (Educació superior) --- Competències transversals --- Educació clàssica --- Ensenyament de la biblioteconomia --- Estudis de postgrau --- Extensió universitària --- Lectura (Educació superior) --- Orientació en l'educació superior --- Primer cicle d'ensenyament universitari --- Seminaris --- Tercer cicle d'ensenyament universitari --- Campus virtuals --- Escrits acadèmics --- Pràcticums --- Universitats --- Humanisme crític en educació --- Pedagogia radical --- Teoria crítica --- Educació popular --- Sud-àfrica (República) --- Sud-àfrica --- Països de parla anglesa --- Cap de Bona Esperança (República de Sud-àfrica) --- Ciutat del Cap (República de Sud-àfrica) --- Pretòria (República de Sud-àfrica) --- Zululàndia (República de Sud-àfrica) --- Desigualtat social --- Educació superior transfronterera --- Education, Higher. --- Education and state. --- Educational sociology. --- Social justice. --- Higher Education. --- Educational Philosophy. --- Educational Policy and Politics. --- Sociology of Education. --- Social Justice. --- Philosophy. --- Equality --- Justice --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Aims and objectives --- Government policy

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Educational tests and measurements --- Education and state