***WINNER: Cheryl Frank Memorial Prize, International Association of Critical Realism.*** A Fresh Look at Islam in a Multi-Faith World provides a comprehensively theorised and practical approach to thinking systematically and deeply about Islam and Muslims in a multi-faith world. It makes the case for a contemporary educational philosophy to help young Muslims surmount the challenges of post-modernity and to transcend the hiatuses and obstacles that they face in their interaction and relationships with non-Muslims and visa-versa. It argues that the philosophy of critical realism in its original, dialectical and metaReal moments so fittingly ‘underlabours’ (Bhaskar, 1975) for the contemporary interpretation, clarification and conceptual deepening of Islamic doctrine, practice and education as to suggest a distinctive branch of critical realist philosophy, specifically suited for this purpose. This approach is called Islamic Critical Realism. The book proceeds to explain how this Islamic Critical Realist approach can serve the interpretation of the consensual elements of Islamic doctrine, such as the six elements of Islamic belief and the five ‘pillars’ of Islamic practice, so that these essential features of the Muslim way of life can help Muslim young people to contribute positively to life in multi-faith liberal democracies in a globalising world. Finally, the book shows how this Islamic Critical Realist approach can be brought to bear in humanities classrooms by history, religious education and citizenship teachers to help Muslim young people engage informatively and transformatively with themselves and others in multi-faith contexts.

In the first two decades of the twenty-first century, the events of 9/11, 7/7, the War on Terror and the Caliphate and atrocities of the so-called Islamic State have dominated Western consciousness and wreaked havoc in parts of the Muslim-majority world. In their wake, a spate of books has been written explaining the phenomenon of Islamist radicalisation and Jihadism. Nevertheless, for normal citizens, as well as scholars of religion and legal professionals, the crucial question remains unanswered: how is mainstream Islam different from both Islamism and the Islamist Extremism that is used to justify terrorist violence? In this highly original book, which draws upon the author’s experience as an expert witness in Islamic theology in 27 counter-terrorism trials, the author uses the idea of the Worldview, as well as traditional Islamic theology, to answer this question. The book explains not only what Mainstream Islam, Ideological Islamism and Islamist Extremism are in their broad philosophical characteristics and theological particulars, but also explains comprehensively how and why they are both superficially related and yet essentially and fundamentally different. In so doing, the book also illuminates the cast of characters and the development of their ideas that constitute Mainstream Islam, Ideological Islamism and the Non-Violent and Violent Islamist Extremists who constitute the Genealogy of Terror.

This edited collection brings together international leading scholars to explore why the education of Muslim students is globally associated with radicalisation, extremism and securitisation. The chapters address a wide range of topics, including neoliberal education policy and globalization; faith-based communities and Islamophobia; social mobility and inequality; securitisation and counter terrorism; and shifting youth representations. Educational sectors from a wide range of national settings are discussed, including the US, China, Turkey, Canada, Germany and the UK; this international focus enables comparative insights into emerging identities and subjectivities among young Muslim men and women across different educational institutions, and introduces the reader to the global diversity of a new generation of Muslim students who are creatively engaging with a rapidly changing twenty-first century education system. The book will appeal to those with an interest in race/ethnicity, Islamophobia, faith and multiculturalism, identity, and broader questions of education and social and global change.

This timely book focusses on the central issues and questions which emerge in relation to the teaching and learning of Islam in confessional and constructivist religious education. Considering the consequences of a lack of diversity in the Islamic Religious Education curriculum, the text also explores the challenges faced by Muslim pupils in connection with secularism and radical Islam. Through rich analysis of research carried out across Muslim and public secondary schools in the UK, this book develops a meaningful pedagogy of Islamic Religious Education. In particular, the volume investigates the benefits of Critical Religious Education and Variation Theory frameworks on student learning in Religious Education classrooms and illustrates how these didactic frameworks can help to ameliorate distinct problems seen across Islamic Religious Education. Chapters identify discrete pedagogical issues that arise in the confessional and constructivist approaches to Islamic Education, such as students’ difficulties in relating to concept of Islam, and progressive approaches taken in public schools. In addressing these, the text proposes a new theoretical and pedagogical approach to the teaching of Islam, which draws on the philosophy of Critical Realism, the theories of Critical Religious Education, and Variation Theory. This book will be of great interest to postgraduate students, researcher scholars and academics in the fields of religion and education and Islamic studies. In addition, it will be of interest to social equity professionals and public policy decision makers.

Since the 1970s, critical realism has grown to address a range of subjects, including economics, philosophy, science, and religion. It has become a complex and mature philosophy. Enlightened Common Sense: The Philosophy of Critical Realism looks back over this development in one concise and accessible volume. The late Roy Bhaskar was critical realism’s philosophical originator and chief exponent. He draws on a lifetime’s experience to give a definitive, systematic account of this increasingly influential, international and multidisciplinary approach. Critical realism’s key element has always been its vindication and deepening of our understanding of ontology. Arguing that realist ontology is inexorable in knowledge and action, Bhaskar sees this as the key to a new enlightened common sense. From the definition of critical realism and its applicability in the social sciences, to explanation of dialectical critical realism and the philosophy of metaReality, this is the essential introduction for students of critical realism.

Cyber Worship in Multifaith Perspectives, as is implied by its name, explores worship (i.e., Prayer, Praise, Scripture, Sacrament, Rituals, Confessions, Eucharist, Rites, Pilgrimages, Reflection, Contemplation, etc.) on the Internet. It is not an "everything you need to know" guide about the subjects of faith and belief, religions-online, religions on the Net, or religions in cyberspace. Rather, it is a book about religious and spiritual experience under the rubric, cyber worship, which is the variety of ways religious devotion is performed and carried out on the Internet. The term 'Cyber Worship' is a catchall phrase, which includes variants such as online worship, virtual worship, electronic prayer, cyber puja, cyber synagogue, and so on. Dr. Mohamed Taher has thus assembled a quick reference for two groups: those communities that are involved in Cyber Worship and business Webs that collaborate in sustaining wired environments. As such, this book provides an interesting and current perspective on a practice that will continue to grow in the future.