Purpose

This paper aims to discuss the possibility of embracing an Islamic perspective on interculturality and social justice as an underlying system of multicultural education. While western thought continues to dominate the education scholarship, advancing an alternative epistemology can ameliorate the scope of multicultural education by considering other relevant elements. In particular, interreligious relations have not been researched extensively in terms of managing cultural capital in schools. This paper argues that Islamic ethics provide a system of justice and rules of conduct that satisfy the principles of multicultural education.

Design/methodology/approach

Classical texts (Qu’ran and Hadith) are analyzed to explore the Islamic perspective on interculturality and social justice. While the plurality of interpretations is remarkable, the aim is to examine these texts on the basis of ethical and humanistic orientation.

Findings

Islamic ethics are commensurate with intercultural empathy and multicultural education. While some verses are interpreted as evidence of the religious legitimacy of enmity and hostility towards non-Muslims, they are decontextualized readings isolated from the verses’ historical contexts.

Practical implications

This paper proposes considering Islamic ethics as a foundation of multicultural education. Because Islam promotes social justice, teachers and students are encouraged to take action and never tolerate any act of oppression. Teachers should pay attention to conflicts that may arise from theological differences among students.

Originality/value

This paper offers a new perspective that has been sidelined and not considered in Modern issues. Because multicultural education recognizes the necessity of appreciating all cultures, Islam delivers a similar framework that is based on peaceful intercultural communication and social justice.

中文翻译：

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多元文化教育的替代理论：跨文化和社会正义的伊斯兰视角

目的

本文旨在讨论将跨文化性和社会正义的伊斯兰观点作为多元文化教育的基础系统的可能性。虽然西方思想继续主导教育学术，但推进另类认识论可以通过考虑其他相关因素来改善多元文化教育的范围。特别是，在管理学校文化资本方面，宗教间关系尚未得到广泛研究。本文认为，伊斯兰伦理提供了满足多元文化教育原则的正义体系和行为规则。

设计/方法/方法

对古典文本（古兰经和圣训）进行分析，以探索伊斯兰关于跨文化和社会正义的观点。虽然解释的多样性是显着的，但目的是在伦理和人文取向的基础上检查这些文本。

发现

伊斯兰伦理与跨文化同理心和多元文化教育相称。虽然一些经文被解释为对非穆斯林的敌意和敌意的宗教合法性的证据，但它们是脱离经文历史背景的去语境化阅读。

实际影响

本文建议将伊斯兰伦理作为多元文化教育的基础。由于伊斯兰教促进社会正义，因此鼓励教师和学生采取行动，绝不容忍任何压迫行为。教师应注意学生之间可能因神学差异而产生的冲突。

原创性/价值

这篇论文提供了一个新的视角，但在现代问题中却被搁置和未考虑。由于多元文化教育认识到欣赏所有文化的必要性，伊斯兰教提供了一个基于和平跨文化交流和社会正义的类似框架。