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Empowerment in Islamic Schools in Yogyakarta and Sydney
Journal of International and Comparative Education Pub Date : 2020-01-01 , DOI: 10.14425/jice.2020.9.1.0512
Mahmud Arif , , Zulkipli Lessy ,

The function of empowerment is to equip people with the knowledge, skills, and perspectives that can sustain and improve both personal and societal well-being. Empowerment can occur by means of education, as well as by supportive programs in social work, community development, and philanthropy. Especially when intended for the poor, marginalized, or minority students, such programs should be well-focused on methods for building long-term capabilities and for strengthening societal participation. Our investigation documented empowerment methods and effects in three Islamic-based, partially statefunded, co-educational schools, one located in Yogyarkarta, Indonesia, and two located in Sydney, Australia. The study gathered individual and group accounts from teachers, academic staff, and parents at these schools. Their accounts were examined with reference to the educational precepts valued by the schools and their communities. This qualitative case-study used interviews, focus group discussions, and review of selected documents to examine the significance of education as implemented through curricula that includes moral education. The findings illustrate how such programs serve as empowerment for students toward fulfilling spiritual, economic, and social needs. Islamic moral education was seen to be embedded in many courses, including languages, arts, culture, social studies, sports, and science. This research found that there is an urgency for Islamic schools to grow their resources in order to remain viable, to provide powerless children with access to education, and to empower these students through curricular and extracurricular activities.

中文翻译:

日惹和悉尼伊斯兰学校的赋权

授权的功能是使人们掌握可以维持和改善个人和社会福祉的知识,技能和观点。授权可以通过教育以及社会工作,社区发展和慈善事业中的支持计划来实现。尤其是针对贫困,边缘化或少数族裔学生的计划,此类计划应充分关注建立长期能力和加强社会参与的方法。我们的调查记录了三所伊斯兰教,部分由国家资助的男女同校学校的赋权方法和效果,其中一所位于印度尼西亚的日惹,另外两所位于澳大利亚的悉尼。该研究从这些学校的老师,学术人员和父母那里收集了个人和团体的账目。他们的帐目是参照学校及其社区所重视的教育准则进行审查的。该定性的案例研究使用访谈,焦点小组讨论和所选文档的审阅来检验通过包括道德教育在内的课程所实施的教育的重要性。调查结果说明了此类计划如何帮助学生满足精神,经济和社会需求。人们认为伊斯兰道德教育已嵌入许多课程中,包括语言,艺术,文化,社会研究,体育和科学。这项研究发现,伊斯兰学校迫切需要增加其资源,以保持生存能力,为无能为力的孩子提供受教育的机会,并通过课外活动来赋予这些学生权力。
更新日期:2020-01-01
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