Abstract

Drawing on fiqh al-aqalliyyat (the Muslim jurisprudence of diasporic minorities), this article introduces a Muslim minorities curriculum and negotiates the notion of diasporicity as a process that signifies a community’s readiness to respond to its own cultural, religious and literacy practices. More specifically, first, I propose a Muslim minorities curriculum (Minhaj Al-Aqalliyyat) that is informed by diasporicity and fiqh al-aqalliyyat. Second, the article makes a distinction between diaspora and diasporicity. In what ways can diasporicity itself be conceptualized to advance Muslim education and what are the pedagogical implications? Third, it identifies what I call dialectical constructs within fiqh al-aqalliyyat that are conducive to diasporicity, namely, qiyas, ijtihad, istihsan, and taysir. Additionally, this article explores contingency as an overlooked philosophical and pedagogical dimension, which advances intercultural and critical thinking skills. It conceptualizes a Muslim education that is attuned to the “curriculum-as-lived”; hence it develops an educational theory that validates diasporicity.

摘要

本文借鉴 fiqh al-aqalliyyat（散居少数群体的穆斯林法理学），介绍了穆斯林少数群体课程，并探讨了散居群体的概念，作为一个过程，表明社区准备对其自身的文化、宗教和扫盲实践做出反应。更具体地说，首先，我提出了一个穆斯林少数民族课程（Minhaj Al-Aqalliyyat），该课程以侨民和 fiqh al-aqalliyyat 为基础。其次，文章区分了侨民和侨民。可以通过什么方式将侨民本身概念化以推进穆斯林教育，其教学意义是什么？第三，它确定了我所说的 fiqh al-aqalliyyat 内有利于散居的辩证结构，即 qiyas、ijtihad、istihsan 和 taysir。此外，本文探讨了偶然性作为一个被忽视的哲学和教学维度，它提高了跨文化和批判性思维技能。它概念化了与“课程即生活”相协调的穆斯林教育；因此，它开发了一种教育理论来验证侨民。