Improving the Pedagogy of Islamic Religious Education in Secondary Schools: The Role of Critical Religious Education and Variation Theory (by Ayse Demirel Ucan)

Abstract

Muslim youth undertaking Islamic Religious Education worldwide face challenges in engaging with the repetitive and simplistic learning methods employed in their institutions. In contrast to non-religious subjects that benefit from dynamic and interactive approaches in learning institutions, the traditional teaching and learning of Islam often lack relevance to the real-life experiences of youth, leaving them ill prepared to navigate the complexities of the modern world. Ayse Demirel Ucan (2021) addresses these challenges in her book by proposing a new theoretical and pedagogical framework based on Critical Realism (CR), Critical Religious Education (CRE), and Variation Theory (VT). Her overarching objective is to revitalize Islamic Religious Education (IRE), align it with its intended purpose, and facilitate meaningful teaching and learning. She advocates for implementing the above framework in an Islamic studies classroom to enhance student learning and to provide Muslim youth with learning spaces to develop a strong Islamic identity. Her analysis assesses Islamic studies curricula from both a constructivist and a confessional approach, in a framework where authors avoid plurality within religion and explorations of Islamic movements or varying ideologies within Islam, and offers recommendations to enhance student experiences of IRE.