Written by a leading practitioner and academic in the field of youth and community work, this multidisciplinary book approaches the lives of Muslim young people from theoretical, social, and theological viewpoints. M. G. Khan moves beyond notions of gendered provision and confessional activity to ask what defines a Muslim pedagogy. He presents a theoretical frame for Muslim youth work that is accessible to informal educators and Muslims alike, providing insight and analysis of nuances that are only possible from on-the-ground engagement.

For most young people religion and religiosity is something latent or private activated by private events or the passing of years. For Muslim young people it can be activated by an incessant Islamaphobic discourse that requires fundamental questions of relationships and belonging to be addressed in the public gaze whilst being positioned as representatives and 'explainers' of their religion and their communities. Written by a leading practitioner and academic in the field of youth and community work this multidisciplinary book reflects the way theoretical, the social and the religious impacts on the lives of Muslim young people.

This book provides an understanding of pedagogy rooted in the developments of Islamic Education. It is the first book to explore this in the Madrasah context. The focus on Islamic pedagogy provides a way to explore knowledge, spirituality and education that is shaped by a universal approach to personalised learning.

"This ground-breaking book is one of the most significant contributions made in recent years to Islamic education."—John M. Hull, University of Birmingham, United Kingdom New Directions in Islamic Education is a radical rethinking of Islamic education in the modern world. It explores the relationship between pedagogy and the formation of religious identities within Islamic education settings that are based in minority and majority Muslim contexts. Abdullah Sahin, PhD, directs the Centre for Muslim Educational Thought and Practice and is the course leader for the MEd program in Islamic education at MIHE in Leicestershire, United Kingdom.

Youth Work and Islam provides an eclectic focus, reflecting it duel inspirations of its title. It considers how youth work can be informed by Islam but at the same time looks at how practice can be pertinent to young Muslims, their community and relationship with wider society. In this book Sadek Hamid and Brian Belton bring together a range of thinkers and practitioners who exemplify and analyse this situation. This not only produces much more than a straightforward view of informed practice, it also presents a broad and humane understanding of the character and possibilities of youth work over a broad perspective. Centrally, while the work demonstrates how Islam and Muslims have contributed to the development of youth work, it also puts forward ideas and standpoints that demonstrate how Islam can continue to inform practice, add to its humanitarian ethos and even make our work with young people in general more effective. As such, Youth Work and Islam is an essential part of any youth worker’s reading, working within and beyond Muslim contexts. It is also a useful and readable text for social workers, teachers, police officers, clerics, medical professional and anyone wanting a more informed understanding of how faith perspectives can inform and refresh attitudes, approaches and enhance work with individuals, groups and communities.

Relations between Muslims and the public education systems of Europe are often characterised by tensions. There is often still a perceived incompatibility between the claims of individual Muslims or Muslim communities on the one hand and the aims of public education in Europe on the other. The relatively recent presence of Islam in much of Europe, the internal diversity of Muslim communities, the lack of a centralized, hierarchical church-like structure – different arguments are used to justify such a discriminatory treatment of one of the largest faith communities in Europe. Nevertheless, as this book aims to illustrate, there are already rich and diverse experiences throughout Europe of how to integrate Islam into the national and regional school systems, particularly in primary, but also in secondary education. Accordingly, this book provides some analyses of the ways in which Islam is integrated in education in certain regions of Spain, the Netherlands, France and England. These analyses are paralleled by empirical findings concerning the role of religion in the life of young Muslims, their views concerning religion in school, and the impact of religion in education and society in Spain, the Netherlands, Norway, Germany, France and England.