De-colonizing English Language Education in Iran: The need for Islamic educational heritage
Winter & Spring 2018 - Number 21 علمی-پژوهشی (وزارت علوم)/ISC (22 صفحه - از 83 تا 104)
The monopoly of Western ideologies, theories and methods through English language education as well as the marginalization of Islamic values in English language learning materials has caused heated debates and controversies among Muslim TEFL scholars. In a descriptive and interpretive analysis, this study attempts to bring light to some theoretical issues pertained to language education and Islamic education in a historical mode hoping to pave the way for further exploration of Islamic heritage in English language education theory and practice. The study also calls for designing English literacy programs in light of the Islamic education theories and methods, and urges Muslim TEFL scholars to restructure English language education in a way that meets the demands of an Islamic education. Thus, it first looks at the roots where Islamic education has guided many intellectual movements including language education. Secondly, it reviews the colonial era in which western education has created a gap between the glorious Islamic past and through its language superiority. Then, it explores the awakening movements that call for reunion and return to our ‘true selves’ in education, in general and in language education, in particular. It is hoped that the present work may pave the way for further exploration of Islamic heritage in English language education theory and practice.خلاصه ماشینی:
"De-colonizing English Language Education in Iran: The need for Islamic educational heritage* Sue-San Ghahremani Ghajar** Associate Professor, Al-Zahra University Raziye Fatemi PhD Candidate, Al-Zahra University (Corresponding Author) Shahla Bakhtiari Associate Professor, Al-Zahra University Abstract The monopoly of Western ideologies, theories and methods through English language education as well as the marginalization of Islamic values in English language learning materials has caused heated debates and controversies among Muslim TEFL scholars. As argued, the secular and materialistic ideologies such as capitalism, materialism, neo-liberalism, consumerism, and individualism (Abdollahzadeh & Baniasad, 2010; Baleghizadeh & Motahed, 2010; Keshavarz & Akbari Malek, 2009; Koosha, Talebinezhad, & Taki, 2004) prevail in English language teaching textbooks. In one multidisciplinary pioneering study, Parsaiyan, Ghahremani Ghajar, SalahiMoghdam, & JanAhmadi (2014) explore how the Islamic divinely-oriented knowledge hidden in English translations of Persian classic works of literature can be practiced in the English classroom not simply as factual pieces of information but as routes for deeper self-recognition. Then, we explore the awakening movements that call for a reunion and return to our ‘true selves’, rooted and flourished in an Islamic Iranian culture in which religion and knowledge are intertwined and are different from professional identities sought in western thought and, in education in general and in language education in particular. Many Muslim TEFL scholars have also raised concerns about the marginalization of Islamic values and have called for developing Islamized English language learning materials for Muslim learners (Charise, 2007; Elyas & Picard, 2010; Kabel, 2007; Othman & Asraf 2008; Rohmah, 2012)."
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