Abstract

For many young Muslim learners in Western societies, informal sites of Islamic education are important sources of learning and development beyond public school hours. Yet little empirical research has explored processes of human development in such sites, and existing theories of human development have largely failed to encompass onto-epistemic diversity, thus rendering invisible developmental trajectories beyond secular ones. This paper employs sensitizing concepts from both sociocultural theory and Muslim traditions, drawing from data collected through active interviewing and participant observation in a seven-month long sociocultural study in a Canadian mosque school, to make visible Muslim educators’ perspectives on human development. Subsequent narrative analysis conducted on the data highlight unique troubles, tools, timelines, and spiritual transferences in a divine life methodology of development, in contribution to the learning sciences and the ongoing, multicentric construction of Canadian culture.

摘要

对于西方社会的许多年轻穆斯林学习者来说，伊斯兰教育的非正式场所是在公立学校时间之外学习和发展的重要来源。然而，很少有实证研究探索过这些地点的人类发展过程，现有的人类发展理论在很大程度上未能涵盖本体论的多样性，从而呈现出超越世俗轨迹的无形发展轨迹。本文采用来自社会文化理论和穆斯林传统的敏化概念，利用在加拿大清真寺学校进行的为期七个月的社会文化研究中通过主动访谈和参与观察收集的数据，使穆斯林教育者对人类发展的观点显而易见。随后对数据进行的叙述分析突出了独特的问题、工具、时间表、生活发展的方法论，有助于学习科学和加拿大文化的持续多中心建设。