عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL48796
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Interpreting rightness at a U.S. Islamic school: A - adventure tale
نام عام مواد
[Thesis]
نام نخستين پديدآور
Aaron J. Weiss
نام ساير پديدآوران
Cucchiara, Maia B.
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Temple University
تاریخ نشرو بخش و غیره
2016
مشخصات ظاهری
نام خاص و کميت اثر
252
يادداشت کلی
متن يادداشت
Committee members: Blankinship, Khalid Y.; Davis, James E.; Keith, Novella Z.
یادداشتهای مربوط به نشر، بخش و غیره
متن يادداشت
Place of publication: United States, Ann Arbor; ISBN=978-1-339-75538-0
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
نظم درجات
Urban Education
کسي که مدرک را اعطا کرده
Temple University
امتياز متن
2016
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
This study took place at Tafsir Islamic School (TIS), a mid-sized K-12 Islamic school in a metropolitan area in the Midwestern United States, and seeks to answer two questions: (1) by what means are specific versions of orthodoxy and orthopraxy constructed, maintained, and challenged in the Tafsir community?, and (2) how could the general interpretive climate corresponding to these processes be described in theoretical terms? Qualitative ethnographic field work was conducted at TIS over an 18 month span involving extensive participant-observation and semi-structured, one-on-one interviews with 20 adult participants-including teachers, administrators, and community members-a flexible and collaborative research design strategy, and an iterative, grounded theory approach to data analysis. The findings suggest that orthodoxy and orthopraxy are constructed and contested through a complex network of corroborating and competing factors, including (a) executive decisions, (b) rogue pedagogy, (c) theological dialogue, (d) peer discipline, (e) community reinforcement, (f) sanctioned associations, and (g) vigilante policing. The distribution of interpretive power within the school community results in a de facto system of checks and balances, as disputes within and between sects (e.g., Sufis, Salafis, conventional Sunnis) prevent any one group from gaining unchallenged prominence. Colliding hermeneutical processes result in a normative balance that fluctuates over time with changing community members and socio-historic circumstances. This balance, referred to as a dynamic interpretive equilibrium, characterizes the general ideological climate of the school. In examining the diversity of interpretive orientations at an Islamic school, this study demonstrates the active role Muslims play in shaping the character of their faith. It likewise undermines popular one-dimensional depictions of Muslim schools, portraying Islamic education as a living, active and contested phenomenon.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Cultural anthropology; Islamic Studies; Religious education; Ethnic studies
اصطلاحهای موضوعی کنترل نشده
اصطلاح موضوعی
Social sciences;Education;Education;Interpretation;Islamic;Muslim;School;United States
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Alenzi, Suad A. H. S. M.
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Cucchiara, Maia B.
شناسه افزوده (تنالگان)
تقسيم فرعي
Urban Education
مستند نام تنالگان تاييد نشده
Temple University
شماره دستیابی
شماره بازیابی
1800565786; 10112384
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
