Mapping Post-Secular Islamic Liberation Theology [Scholarly Article - Journal for the Study of Religion, 2022]

Title:

Mapping Post-Secular Islamic Liberation Theology

 

Author:

Ashraf Kunnummal

University of Johannesburg, South Africa

 

Published:

Journal for the Study of Religion, 35(1), 8 July 2022

https://journals.uj.ac.za/index.php/ReligionStudy/article/view/1348

 

Abstract:

This article argues that the post-secular turn is the new social analysis that shapes the politics of the impoverized[1] in Islamic liberation theology. In this article, I suggest that, given the essentialism and determinism characterizing much of the contemporary studies of religion and secularism, a direct articulation of a post-secular approach from an Islamic liberation theology perspective is both inevitable and necessary. Such an approach can offer new meaning for both religion and secularism by engaging with the hegemony of secularism in relation to the state and society to envision a politics of the impoverized.

 

Reversing the colonial warp in education: a decolonial encounter with Muhammad Iqbal [Scholarly Article - Higher Education, October 2021]

Title:

Reversing the colonial warp in education: a decolonial encounter with Muhammad Iqbal

 

Author:

Shoaib Ul-Haq

Sejong University, Seoul, South Korea

Published:

Higher Education, 6 October 2021

https://link.springer.com/article/10.1007/s10734-021-00773-w

 

Abstract:

In this paper, I study management and business education in Pakistan to evaluate their suitability for the local context and their compatibility with Islamic philosophy of education. I use decolonial theory and Iqbalian poetry to craft an evaluative lens for management education and to generate an alternative critical discourse grounded in theology. I found that utilitarianism and managerialism taught in the business schools is creating “captive minds” and is not compatible with traditional Pakistani norms and values. I use decolonial theorists’ idea of pluriversality to offer an alternative. In this manner, I contribute to the critical educational philosophy by showing its parochial character. I argue that addressing the legacy of colonialism is important to develop an emancipatory and new way of thinking about education.