Virtually from the outset of the 1978--79 Islamic Revolution in Iran, scholars began to study the event from different social, political and economic angles. Yet, the rapid speed of the Revolution, its predominantly Islamic character, and the numerous changes that have occurred during the last nineteen years remain sources of mystery to many students of this area. The goals and philosophy of education and its relation to the basic foundations of the Revolution is one issue however that has been given less consideration. / This thesis is an attempt to identify and study the cultural foundations and those religious values underlying the educational system of today's Iran. The study examines some of the elementary school textbooks from both the Pahlavi and Islamic Republic eras, contrasting Pahlavi educational policy, which tended towards secularization, Westernization and de-Islamization of the country, with the attempt of the Islamic Republic to Islamize all aspects of society, including schools. The study especially looks at the relation between Islamic culture, religion and the curriculum. The study stresses that school plays a fundamental role in the Islamization of the post-Revolutionary Iranian society. How one defines Islamization, however, is crucial. This concept is clarified through a scrutiny of the process of Islamization visible in textbook reform by focusing on the spiritual, moral, social and political values in some school texts.

The pondok-pesantren is an Islamic educational institution which plays an important role in Indonesia. Being the earliest such institution, it has an effect on the educational field in the Archipelago.

In this study I investigate the influence and reception of Paulo Freire in Indonesia with a specific question in mind: To what extent has Freire influenced educational thought and practice in the country? This study shows that Paulo Freire has been known in Indonesia since the early 1970s, although he was at first familiar only to certain groups. In the 1980s, the discourse and practice of Freirean education was more extensive than in the 1970s, with both domains (discourse and practice) equally balanced. The trend in the 1990s up to 2005 shifted: there was a more extensive discussion of Freire than implementation of his theory and methodology in practice. / This study shows that Paulo Freire has left a considerable intellectual legacy to Indonesian educational scholars and practitioners. In fact, his cultural and educational philosophies have become subjects of discussion amongst social activists, educational practitioners and scholars concerned with educational issues. It is no wonder that many articles, books and theses by and on Freire are available in the Indonesian. I would venture to say that no other foreign educational thinker has gained such acceptance in Indonesia. / The study explores as well the attempts to connect Freire to Islam---the faith of a majority of Indonesian---demonstrated by the publication of many articles and theses that tried to compare and connect the two. This is, to the best of my knowledge, a new feature in Freirean scholarship. My contention is, however, that any attempt to compare Islam and Freire is likely to fall into apologetic, in the sense that this would only confirm that Islam also insists on the idea of liberation, as Freire did, without trying to analyze why such an idea has never developed in Islamic education. The fact that Islam, since its appearance, has concerned itself with liberation and taking the side of the poor cannot be denied. However, using this fact to legitimate Freire's educational philosophy and practice is less productive, because it does not make a substantive contribution to re-developing and re-structuring Islamic education, which is essentially conservative. / Freire in Indonesia is not only influential in the realm of discourse, but in that of practice as well. In this study I investigate the experiences of Indonesian educational practitioners in applying Freire's educational philosophy and methodology to certain discrete groups within the society, namely, villagers in Papua, the rural poor in Maluku Tenggara, workers, peasants, street children, university students, and NGO activists. / From my investigation, became clear that it was not Freire's concept of literacy that found favor with Indonesian educational practitioners; rather, it was his vision of education as a means of improving critical capacities within learners and of driving social transformation. No evidence could be found of any group or individuals in Indonesia applying Freire's approach in a systematic way and as a whole; most, rather, mixed this with other concepts, such as community organizing and community development. / The positive reception of Freire in Indonesia does not necessarily mean that his thought is accepted blindly or without critique. Several criticisms offered by Indonesian educators of the theories of Paulo Freire are highlighted in this study, although few of them have not been raised before.

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The American Muslim presence has been at the center of debates around assimilation, belonging, acceptance or even contribution to the mainstream society. In practice of their right to the free choice of education, some American Muslims have been attending full-time American Islamic schools. These schools have been a focal point in painting the picture and understanding of the American Muslim experience. Using qualitative case study methods, this dissertation explored what teacher practices support successful student experiences in relation to positive identity development at three private Islamic Schools in the U.S. The findings revealed that, despite challenges in operations, instability of staff and finances, at all the three cases studied the teachers offered student identity support through varied approaches including means of mentoring, teacher care and teaching by example, fostering a sense of community, family and belonging in the schools where they worked, in addition to a focus on the formative, non-academic, process of education; focusing on spirituality and character formation.

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The purpose of this study was to examine western influence on the Muslim child and to research the possibilities of Islam for the authentic education of the South African Muslim child. The dissertation therefore focuses on the world perspectives of the Muslim child and the phenomenon education. The study examines philosophical perspectives such as the existentialphenomenological aspect, the ontologic-anthropological aspect and the fundamental pedagogical perspective of being human. A detailed account of the religion of Islam as a philosophy of life is rendered in order to explicate the self-actualization of the South African Muslim child. A study of a modern ideology, namely, Marxism, was conducted to indicate crosscurrents which occur and affect the self-actualization of the South African Muslim child. The conclusion reached is that Islam holds possibilities for the selfactualization of the South African Muslim child since it satisfies the demands of the pedagogic. / Educational Studies / M.Ed. (Philosophy of Education)

The purpose of this study was to examine western influence on the Muslim child and to research the possibilities of Islam for the authentic education of the South African Muslim child. The dissertation therefore focuses on the world perspectives of the Muslim child and the phenomenon education. The study examines philosophical perspectives such as the existentialphenomenological aspect, the ontologic-anthropological aspect and the fundamental pedagogical perspective of being human. A detailed account of the religion of Islam as a philosophy of life is rendered in order to explicate the self-actualization of the South African Muslim child. A study of a modern ideology, namely, Marxism, was conducted to indicate crosscurrents which occur and affect the self-actualization of the South African Muslim child. The conclusion reached is that Islam holds possibilities for the selfactualization of the South African Muslim child since it satisfies the demands of the pedagogic. / Educational Studies / M.Ed. (Philosophy of Education)