Studies in Philosophy and Education 33 (3):227-231 (2014)

If Islam continues to evoke skepticism, as it has done most intensely since 9/11, then it stands to reason that its tenets and education are viewed with equal mistrust, and as will be highlighted in this special issue, equal misunderstanding. The intention of this special edition is neither to counter the accusations Islam stands accused of, nor to offer solutions to the myriad challenges facing Muslims in majority and minority Muslim countries. As will be evidenced in the diverse offering of this compilation, the intention is to offer a different perspective, an opportunity, perhaps, to glance at both the tensions and the possibilities that Islam and Muslims have to offer not to only others, but, perhaps, more importantly, to themselves. As such, in many instances the edition, while attempting to encompass as broad a spectrum as possible in terms of multiplicity of religiosity and lived experiences of Muslims and Muslim society, is at once also a critical refection on what Muslims themselves often neglect. This means, that perhaps the tensions inherent in Islam are not so much externally constructed, as they are shaped by the reluctance of some Muslims to critically engage with their own Muslimness and way of being
Keywords Islamic education  Muslims  Teachers  Community  Women  Eco-ethics  Democratic citizenship
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DOI 10.1007/s11217-013-9385-0
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