Syllabus
- Early Muslim migration and settlement in Britain
- Demography, homogeneity and heterogeneity
- The structure and organisation
- The dilemma of two cultures
- Integration
- Multiculturalism
- The degree of Muslim social cohesion
- The problem of Islamophobia
- Rushdi affair
- Socio-economic profiles: education, employment, and housing
- Muslim public life: Politics and civic participation
- Islam and nationality and the idea of citizenship
Learning Outcomes
Knowledge:
On completion of this module, the successful student will be able to:
- Demonstrate a critical understanding of the structure and composition of the Muslim communities of the UK (A3)
- Critically review and analyse various aspects of Muslims’ life in the UK (A2, A8)
- Consolidate and extend a systematic and coherent knowledge on the huge diversity and dynamism inherent in the Muslim community of Britain (A3)
- Show systematic understanding of key concepts in community cohesion and the idea of citizenship (A1)
Skills:
This module will call for the successful student to:
- Communicate, transfer and apply critically ideas about different aspects of the Muslim community life in the UK (B5, C2, C4, D4)
- Exercise significant judgment in analyze views on concepts such as social segregation and assimilation, integration and multiculturalism, and religion and nationality. (B3, B4, C3, D1, D2)
Learning, Teaching and Assessment Strategy
Lectures and the students’ reading communicate much of the subject matter. Seminars, class discussions, the essay and the examination encourage analysis and critical reflection.
Assessment Mode
Formative Assessment:
Questions arising from lectures form the basis formative assessment, through small group discussions leading to student-led seminar presentations. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative Assessment:
Summative is by a coursework and a written examination. The coursework consistes of an essay of 1,500 words on a topic agreed in class to demonstrate their skill to analyse the issues related to Muslims in Britain [Outcomes 5, 6]. The written examination takes place at the end of the semester [Outcome 1, 2, 3, 4].
Assessment Weighting
Coursework: 50%
Written Examination: 50%
Teaching Materials
Core Reading
- Ansari, Humayun (2004) The Infidel within: The History of Muslims in Britain, 1800 to the Present, UK: C Hurst & Co Publishers Ltd.
- Gilliat-Ray S. (2011) Muslims in Britain. Cambridge University Press
ISD302 – Politics in the Middle East
Syllabus
The Reverence of the past, Ottoman Reforms and European ambitions; Nationalism and Democracy, The external powers’ influence on Middle East politics, Oil and the Palestinian issue, the peace process, the problem of the refugees, and the impact of Middle Eastern issues on global politics.
Learning Outcomes
Knowledge
On completion of this module, the successful student will be able to:
- Critically review the factors of changes in the politics of the Middle East (A3, A5, A7, A8, B4)
Skill
This module will call for the successful student to:
- Systematically identify, collect and organise historical primary sources and use sources effectively to produce a consistent argument (B3, B5, C2, C6)
- Critically analyse themes and religious trends within their historical context in particular the Palestinian and internal religious issues (C4, D4, D6)
Learning, Teaching and Assessment Strategy
The module will be taught through lectures, discussion, seminars, group tutorials and coursework. Student work will be developed through class work and search of primary and secondary sources. Students will present and discuss work in progress and they are expected to develop their skill independently. When students come from a range of denominational backgrounds, the topics would be taught in a round table context to discuss areas of special interest in Islamic history. Films and slides will be used in the class when needed.
Assessment Mode
Formative Assessment:
Formative assessment involves an in-depth search and review of publications related to the specific paper will be required. As part of the formative learning process each student will meet with the module leader in order to discuss their critical learning for their chosen essay. The tutorial or meeting will not be assessed but will form part of the formative learning process with constructive feedback given to the student. A draft of the critical essay may be submitted for formative assessment before the 10th week. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative Assessment:
The summative assessment will consist of a written critical essay and a written examination at the end of term. The length of the essay should be 1,500 words and it must aim to critically assess the students’ grasp of particular relevant themes and issues, and demonstrate their skill to analyse such cases in current issues [Outcomes 2, 3]. The written examination takes place at the end of the semester [Outcome 1].
Assessment Weighting
Critical Essay: 50%
Written Examination: 50%
Teaching Materials
Core Reading
- Enayat, H. (2004) Modern Islamic Political Thought, London, I.B. Tauris.
- Stewart, D. (2012)The Middle East Today: Political, Geographical and Cultural Perspectives, 2nd Edition, London, Rutledge
ISD 326 – History of the Spread of Islam
Syllabus
The module covers the following topics:
• Factors leading to the spread of Islam
• The spread of Islam in the Arabian peninsula
• The spread of Islam to Mesopotamia and Persia
• The spread of Islam to Egypt and North Africa and its progress to Eastern, Central and Western Africa
• Penetration of Islam into the Indian Sub-continent and the Far East
• The appearance of Islam in Europe and North-America
Learning, Teaching and Assessment Strategy
Assessment Mode
Assessment for this module consists of a 1,000 word coursework as well as a 2 hour written examination that will take place at the end of the module.
Assessment Weighting
Coursework: 40 out of 100
Written examination: 60 out of 100
Learning materials
Core readings
Ezzati, A. (2002) The Spread of Islam, London: ICAS Press.
ISC325 – Islamic Mysticism
Syllabus
This module examines some of the main mystical theories and concepts of the Islamic mystical tradition. It begins by asking ‘What is Islamic Mysticism?’ and explores its various roots and manifestations and its relationship with the Shari‘a. It discusses the relationship between the Imamology of Twelver Shi‘a Islam and the theory of sainthood in Sunni Sufism. It also examines the itinerary of the journey of the soul, with its states and stations, based upon the Holy Qur’an; the path to annihilation and subsistence in God; the importance of the angelic and spiritual realms; the theory of knowledge by presence (‘ilm al-huduri); the theory of the Unity of Existence (wahdat al-wujud); the concepts of the Muhammadan Truth and the Perfect Man; and the importance of ethical practice in the training of the soul.
- Meaning of Islamic Mysticism
- Roots and manifestations of mysticism and its relationship with shariah
- Importance of ethical practice in the training of the soul
- Development of early Sufism
- Biographies of major Sufi and saints
- Sainthood in Sufism and Imamology in Shiism
- States and station of the spiritual journey of the soul
- The theories of Ilm al-Huduri, Ilm al-Ladunni and Wahadat al-Wujud. – Al-Haqiqa al-Muhammadiyya and the Perfect Man
Learning Outcomes
Knowledge
On completion of this module, the successful student will be able to:
- Critically analyse the foundational elements of the Islamic mystical tradition. (A1)
- Critically discuss the various debates on the legitimacy of certain manifestations of Islamic spirituality, especially as understood in the Shi’ite trend of Islam. (A7)
- Critically evaluate doctrinal implications of mystical works. (A3)
Skills
This module will call for the successful student to:
- Effectively appraise and critically review theories within the Islamic mystical tradition. (B2, B5, C1, C2, D3)
Learning, Teaching and Assessment Strategy
Alongside lectures and seminars, students will also be expected to undertake individual study in preparation for and as follow up to lectures. The lectures are interactive and thought provoking and require intellectual effort from students.
Assessment Mode
Formative Assessment:
Participation in debates on a question around topics covered within class provides students the basis formative assessment, whereby students will be expected to present the case for or against a particular position and the quality of their argument be judged by peers. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative Assessment:
Summative, graded assessment for this module consists of a coursework and a written examination. The coursework will require the student to write an essay of 1,500 words to be done based on class discussions (Outcomes 4, 5). The 2 hour written examination will take place at the end of the semester (Outcomes 1, 2, 3).
Assessment Weighting
Coursework: 50%
Written Examination: 50%
Learning Materials
Core readings
- Burckhardt, T. (2008). An Introduction to Sufi Doctrine. Bloomington: World Wisdom Inc.
- Safavi, G.S. ed. (2009). Sufism (‘Irfan). London: London Academy of Iranian Studies Press.
ISD324 – Islamic Education and Teacher Training
Syllabus
- The Qur’an and Sunnah as foundations of Islamic knowledge and learning
- The Islamic concept of education and its spiritual dimensions
- The role of madrasas and institutions of Islamic learning in Muslim minority countries
- Theories and principles for planning and enabling learning within the madrasa
- Reflective practice and diversity within Islamic education
- Learning styles and the inclusive practice
- Classroom management techniques
- Teaching development and assessment techniques
- Modern theories of learning
- Effective lesson planning and schemes of work
- Learning resources and Islamic education
- Health, safety, professional practice and learner protection
Learning Outcomes
Knowledge
On completion of this module, the successful student will be able to:
- Compare and contrast and critique approaches to education and learning. (A1, A5)
- Critically examine how the Qur’an and Sunnah help to construct Islam’s educative approach while evaluating modern theories of learning developed by Muslim and non-Muslim educationalists.. (A2, A5, B2)
Skills
This module will call for the successful student to:
- Select and apply appropriate assessment techniques, and plan and develop appropriate use library and other resources in order to enrich teaching and enhance learning. (B2, B6, C4, C5, D2, D5)
- Develop reflective learning by expressing considered approaches to foster personal growth as a teacher and individual, and in relation to others. (C3, D1)
Learning, Teaching and Assessment Strategy
Lectures and students’ reading communicate much of the subject matter. Seminars, presentations, class discussions, and the assignments encourage analysis and critical reflection.
Assessment Mode
Formative Assessment:
Formative assessment involves an in-depth search and review of publications related to the specific paper will be required. Students are required to see the module leader regularly in tutorials to receive formative feedback on their performance and support with their portfolio work. Tutorial sessions provide students an opportunity to gain guidance and help required to enhance their academic performance and tackle any possible difficulties that may affect their portfolio work. Each portfolio assignment is entitled to formative feedback from the lecturer before the 9th learning week. Additionally, students will also receive formative feedback on their presentations after completing them, which will help them improve future performance. They may also hand in their PowerPoint slides to the lecturer for guidance and feedback from student-led discussion.
Summative Assessment:
Summative assessment is by presentation and portfolio. The portfolio is based on a portfolio of two assignments of about 500 words each (Outcomes 1,2). The 20 minute presentation will require students to convey their research on an agreed area of the course in an effective manner, and should consist of roughly 10 PowerPoint slides (Outcome 3, 4).
Assessment Weighting
Portfolio: 60%
Presentation: 40%
Learning Materials
Core readings
- Hefner, R.W. and Zaman, M.Q. (2007). Schooling Islam: The Culture and Politics of Modern Muslim Education. Princeton: Princeton University Press.
- Mutahhari, M. (2011). Training and Education in Islam. London: ICAS Press.
- Thaine, C (2010) Teacher Training Essentials, Cambridge University Press
ISD321 – Islamic Economics
Syllabus
- Major schools of economics: controlled economy, free economy, and mixed economy and how they compare to the Islamic model
- The concept of economy in Islam
- Islamic financial instruments: mudaraba, murabaha, musharaka, ijara, istisna’, and salam
- Interest (riba), and its impact on Muslim and non-Muslim countries
- Gharar: excessive risk and speculation, uncertainty, gambling and misrepresentation
- Takaful (insurance), sukuk (Islamic bonds), and mortgages
- Zakat and sadaqa and other forms of taxation in Islam
Learning Outcomes
Knowledge
On completion of this module the successful student will be able to:
- Compare and contrast the different theories about the Islamic economic system. (A1-A3)
- Critically evaluate main features that would help an economy to tend towards an Islamic economy. (A3, A5)
Skills
This module will call for the successful student to:
- Summarize the strengths and weaknesses of competing theories of Islamic economy. (B2, B3, C3, D1, D3)
- Critically assess different economic models of Islamic states on the basis of Islamic economy. (B3, B4, C3, D5)
Learning, Teaching and Assessment Strategy
The module will be taught through lectures, discussion, and seminars. Students’ work will be developed through consultation with the lecturer and independent research. Students will present and discuss work in progress.
Assessment Mode
Formative Assessment:
Formative assessment involves an in-depth search and review of publications related to the specific paper will be required. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative Assessment:
Assessment for this module consists of a 1,500 words word coursework (Outcomes 1, 3) as well as a 2 hour written examination that will take place at the end of the module (Outcomes 1, 2, 3 ,4).
Assessment Weighting
Coursework: 50%
Written examination: 50%
Learning Materials
Core readings
- Choudhury, M. A. (2011) Islamic Economics and Finance: An Epistemological Inquiry. Emerald Group Publishing Ltd
ISD311 – Muslim Social and Political Thought
Syllabus
The views of some of the most important representatives of classical Islamic thought including Farabi, Ghazali, Ibn Rushd, , Khwajah Nasir al-Din Tusi, Ibn Khaldun, and a number of well-known modern representatives of Islamic thought including, Muhammad Abduh, Ali Shari’ati, Ayatollah Khomeini, Muhammed Arkoun, Nasr Hamed Abu Zaid, are discussed. Applying the general approach of ‘situational analysis’ the module critically explores the views of each of the classic and modern representatives of Islamic political and social thought in its historical context. In this way students get a more comprehensive understanding of the development of various intellectual trends which emerged in the sphere of Islamic culture and civilisation.
Learning Outcomes
Knowledge
On completion of this module, the successful student will be able to:
- Demonstrate an analytical understanding of the key themes and debates in Muslim political thought. (A1, A2)
- Summarize and critique major social and political trends in the Muslim world. (A3)
- Evaluate a range of critical scholarship associated with the main controversies and issues in modern Muslim thought. (A5)
Skills
This module will call for the successful student to:
- Engage with empathy, integrity and critical reflection with the ideas and arguments about social and political issues in the Muslim world. (B2, B4, B5, C1, C4, D4, D6)
Learning, Teaching and Assessment Strategy
Lectures will provide the basic structure of the module and will include time for informal discussions. Seminars will be used to debate and explore specific issues. Students will also be expected to undertake individual study consisting of free and set reading.
Assessment Mode
Formative Assessment:
Formative assessment includes a class presentation of a critical review of a theme covered within the course syllabus. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process.
Summative Assessment:
Summative, graded assessment is by coursework, which will require students to demonstrate their learning of key skills and concepts by researching a particular theme mentioned in the Qur’an and presenting their findings effectively in the form of an essay of 3,000 words(Outcomes 1, 2, 3, 4).
Assessment Weighting
Coursework: 100%
Learning Materials
Core readings
- Black, A. (2010). The History of Islamic Political Thought From the Prophet to the Present. Edinburgh: Edinburgh University Press.
ISC313 – Arabic 3
Syllabus
Further development of Arabic Grammer is made through the following topics, while linking the topics to themes in culture, reading and spoken Arabic:
- Kam, numbers, the accusative, tenses of the verb, the doubled verb
- The Active and passive participle, the omission of Nūn in genitive
- The passive verbs; Kaana and its sisters
- Noun of place, Broken Plural, Diptote, Inna and its sisters
- Artificial genitive; Afčal al-Tafďīl, Accusative of specification, Comparative and superlatives
- Indicative pronouns; the Nisba plural, the Ĥāl, the manqūş noun
- The verb whose root begins with waw, Imperative, assimilative verb (mithāl), Negation and Prohibition, the jussive and the imperative lām, Maa in exclamatory expressions (Maa al-Tačajub)
- Form Iftačala, expression of Time ‘Eithin, Awzaān al-Fičl, Mā, Min
- Negation and prohibition of Lā, the Objects, the hallow verbs
- Kāda and its sisters, the incomplete verb
Learning Outcomes
Knowledge
On completion of this module the successful student will be able to:
- Justify use of advanced rules of Modern Standard Arabic.(A6)
- Read and revise various texts and short stories fluently in Arabic and understand text. (A6)
Skills
This module will call for the successful student to:
- Read from and discuss some of the more complex structures of Modern Standard Arabic, and be able to translate sentences from Arabic into English, and vice-versa and to write short essays on familiar topics (C1, C6, D1, D4)
- Build upon Arabic Grammar to formal written and spoken Arabic (D2, C4)
- Speak about himself/herself and his/her environment and sustain conversation on numbers of familiar taught topics and have learnt some aspect of Arabic and Islamic culture (B6, C6, D3)
Learning, Teaching and Assessment Strategy
The module will be taught through lectures, class exercise and conversation, discussion, listing to DVD records of native speakers on different occasions listed in the textbook and group tutorials conducted in the spoken hours of the module. Students will present and discuss work in progress. Students are expected to develop their skill independently and in group environment. Students should attend class well prepared and complete assignments on time. All assignments must be handed in at the beginning of class on due date. Developing language skills in an on-going process requires regular study, practice at home and in class; hence regular attendance is essential.
Assessment Modes
Formative Assessment:
Students are set bi-weekly formative assignments on Arabic, and receive feedback as they are handed in throughout the year. Although portfolios are done during class, students are required to see the module leader regularly in tutorials to receive formative feedback on their performance and support with their portfolio work. Additionally, revision sessions are arranged that will cover topics in preparation for exams, continuously strengthening and developing students’ competence in the Arabic language. Moreover, tutorial time enables the module leader to supported continuously while providing the opportunity for constant engagement with the language, and constructive feedback related to the development of language skills.
Summative Assessment:
Summative, graded assessment is by portfolio, which will comprise of three exercises to be completed in class, of around 350 words each, on syllabus topics assigned by the lecturer (Outcomes 4, 5). Additionally, a 2 hour written examination will take place at the end of the yearlong module (Outcomes 1, 2, 3).
Assessment Weighting
Portfolio: 30%
Written examination: 70%
Learning Materials
Core readings
- Brustad, K., Al-Batal, and Al-Tonsi (2006), Al Kitaab Fii Tačallum al-čArabiyya: A Textbook for Beginning Arabic Part One Georgetown University Press; 2nd Bk & DVD edition.
ISC312 – Project
Syllabus
The module begins with a reminder of some of the principles learned in the Research Methodology module and instruction is given on areas such as completing a Literature Review. Students undertaking quantitative research projects such as surveys are given separate class time in which they are trained in this type of research method. The majority of the sessions are tutorials in which the tutor provides individual students with step by step guidance and support on their research projects.
Learning Outcomes
Knowledge
On completion of this module the successful student will be able to:
- Select and apply appropriate research methods to a subject of their own choice relating to Islamic studies (A4, B6)
- Plan and develop research, while critically analysing relevant views, issues and resources (A3, B1, B4, B5, C4)
Skills
This module will call for the successful student to:
- Oringinate research material by using library resources in order to identify source material, compile bibliographies, conduct research and enhance presentations (B6, C1, C5, C6, D1, D5, D6)
- Apply I.T skills for data capture, to identify source material and support research and presentations (C5, D5)
- Develop reflective learning by expressing considered thoughts and ideas. (B2, B4, C7, D1)
Learning, Teaching and Assessment Strategy
Tutorial sessions will be used by the tutor to advise and assist individual students on developing their research outline and proposal, on reviewing the literature, collecting data, and eventually writing the research report. Individual student grades for the module will be determined solely by the final research report. Students will be assigned a supervisor with appropriate expertise in the chosen subject area of the students’ project who will provide the necessary guidance and supervision.
Assessment Mode
Formative Assessment
Formative assessment will be Module leader led seminars and workshops, students will discuss and presented topics. Module Leader will give guidance on appropriate literature and methodologies, the structure and organization of the material and agree a proposed timetable of work. Each student will be assigned and supported by a supervisor, with whom they will have regular tutorials. The supervisor will work with students following approval of the subject and title of the research proposal, ensuring formative feedback is received on the on a continuous basis. Students will also be asked to complete and submit a weekly reflective learning exercise based on the teaching and learning, student will be provided feedback regarding it and discuss the student’s progress and areas for future exploration. This is based on their formative learning process and students will be encouraged to complete these tasks to improve learning and satisfaction with the module.
Summative Assessment
Assessment for this module is based entirely on the research report. Students are required to write a 1,000 words research proposal by the end of the first semester (Outcome 1), and an 8,000 word research report to be handed in at the end of the second semester. Research will be conducted under the supervision of the module leader (Outcomes 2, 3, 4, 5). Students need to keep a self-reflective journal where they keep track of their progression as a researcher. (Outcome 3, 4, 5).
Assessment Weighting
Proposal: 20%
Project: 80%
Journal: Pass/Fail
Learning Materials
Core readings
- Bell, J. (2014). Doing Your Research Project: A guide for first-time researchers. McGraw-Hill Education (UK).
- Flesch, R. (1996). The Classic Guide to Better Writing : Step-by-Step Techniques and Exercises to Write Simply, Clearly and Correctly. US: Collins.
- Lipson, C., (2005). How to Write a BA thesis. A Practical Guide from Your First Ideas to Your. University of Chicago Press.
ISC316 – Modern Islamic History
Syllabus
The syllabus will cover the following key points:
- The formation of the Ottoman empire
- State and society of the Ottoman, Safavid and Qajar states
- Ottoman-European relations
- Shi’ism and the Safavids
- The reform movements
- Young Turks and nationalism x Qajar Iran and reform
- Iran’s Constitutional Revolution
- Impact of World War I upon the Middle East
- Intellectual Trends: secularism and Islamic modernism, rural life, peasants, tribes and urban life
Learning Outcomes
Knowledge
On completion of this module, the successful student should be able to:
- Critically analyse the causes of the decline of Muslim societies in the 19th century. (A8)
- Critically discuss and review the approaches of Muslim thinkers to the social forces of decline. (A2)
- Critically assess past events to conclude how historical forces have shaped contemporary
- Muslim societies and nations. (A5, A7)
Skills
On completion of this module, the successful student will be able to:
- Systematically identify, collect and organize historical material to propose, deduct and support arguments. (B6, C1, C5, D5)
- Critically appraise contemporary world social and political events involving the Muslim world interaction with the rest of the world, linking themes and religious trends to their historical context. (B4, C2, C3, D3)
Learning, Teaching and Assessment Strategy
The module will be taught through lectures, discussion, seminars, group tutorials and a coursework. Student work will be developed through class work and search of primary and secondary sources. Students will present and discuss work in progress in group and they are expected to develop their skill independently each in the given task. When students come from a range of denominational backgrounds the topics would be taught in a round table context to discuss area of special interest.
Assessment Mode
Formative Assessment:
Formative assessment is an important part of the learning process and has been shown to help improve both grades and learning style. As students you receive formative feedback in a variety of ways, orally, in writing, to the whole class or individually. The module leader will regularly give feedback to student regarding the progress of their coursework, a draft copy of the completed coursework need be handed in to the module leader before the 10th learning week as part of the formative learning process. Additionally, revision sessions are arranged that will cover topics in preparation for exams, providing constructive formative feedback to students.
Summative Assessment:
Assessment for this module consists of a 1,500 words word coursework (Outcomes 2, 4), as well as a 2 hour written examination that will take place at the end of the semester (Outcomes 1, 2, 3, 5).
Assessment Weighting
Coursework: 50%
Written examination: 50%
Learning Materials
Core readings
- Fisher, S. N. (1996) The Middle East: A History, vol. 1 NY: McGraw-Hill