‘FIQH OF CITIZENSHIP’ (FIQH AL-MUWATANA): A MULTICULTURAL EDUCATION FRAMEWORK FOR FOSTERING INCLUSIVITY IN ISLAMIC SCHOOLS
Article Sidebar
-
Fiqh al-Muwatana, Islamic Schools, Multicultural Education
Abstract
This study examines the implementation of Fiqh of Citizenship (Fiqh al-Muwatana) as a multicultural education framework for fostering inclusivity in Islamic schools. Contemporary Islamic educational institutions increasingly encounter diverse student populations and shifting socio-cultural realities, yet many curricula remain oriented toward doctrinal transmission rather than citizenship formation. The concept of Fiqh al-Muwatana, rooted in Islamic jurisprudence and civic ethics, offers a paradigm that integrates religious identity with principles of coexistence, social justice, and pluralistic engagement. This framework provides a normative foundation for nurturing inclusive dispositions among students. The study aims to analyze how Fiqh al-Muwatana can be transformed into a practical multicultural education model capable of strengthening inclusive attitudes, intergroup empathy, and participatory citizenship within Islamic school environments. A qualitative multiple-case design was employed, involving curriculum analysis, classroom observations, and semi-structured interviews with teachers, administrators, and students across three Islamic schools. Thematic coding was used to map conceptual, pedagogical, and behavioural components associated with citizenship-based inclusivity. The findings reveal that Fiqh al-Muwatana supports inclusivity through three core mechanisms: the cultivation of ethical citizenship grounded in Qur’anic values, the use of dialogic and participatory pedagogy to encourage mutual respect, and the integration of community-oriented learning activities that reinforce social responsibility. Schools implementing these components demonstrate improved student openness, reduced prejudice, and heightened civic engagement. The study concludes that Fiqh al-Muwatana provides a viable multicultural education framework that aligns Islamic ethical commitments with contemporary inclusivity goals. The findings highlight the potential for Islamic schools to become transformative spaces where religious identity harmonizes with civic pluralism.
Full text article
References
Abd Wahab, N., Isa, M. Y., Mohd Yusof, R., & Wan Ahmad Lotfi, W. A. N. (2024). PROTECTING THE WELL-BEING OF HOUSEHOLDS: DELINEATING A SOCIAL TAK?FUL FUND INITIATIVE FOR POSITIVE SOCIAL IMPACT. International Journal of Islamic Finance and Sustainable Development, 16(4), 117–135. Scopus. https://doi.org/10.55188/ijifsd.v16i4.909
Abril, C. R. (2006). Learning outcomes of two approaches to multicultural music education. International Journal of Music Education, 24(1), 30–42. Scopus. https://doi.org/10.1177/0255761406063103
Ahamer, G. (2012). The jet principle: Technologies provide border conditions for global learning. Multicultural Education and Technology Journal, 6(3), 177–210. Scopus. https://doi.org/10.1108/17504971211254010
Aivar, M. P. (2024). “Experiencing perception”: A collection of class demonstrations and activities to engage students in sensation & perception courses. Visual Cognition, 32(6), 468–483. Scopus. https://doi.org/10.1080/13506285.2023.2250519
Alvarez-Roldan, A., Parra, I., & Gamella, J. F. (2018). Reasons for the underachievement and school drop out of Spanish Romani adolescents. A mixed methods participatory study. International Journal of Intercultural Relations, 63, 113–127. Scopus. https://doi.org/10.1016/j.ijintrel.2018.02.001
Amalia, E. R., Dwi Bhakti Indri, M., Khoiriyati, S., Ummah, N., Oviani, M., Wardhani, J. K., & Umayyah, U. (2024). Bridging Educational Reform and Faith: Evaluating Kurikulum Merdeka’s Compatibility with Islamic Values in Madrasahs. Munaddhomah, 5(4), 483–500. Scopus. https://doi.org/10.31538/munaddhomah.v5i4.1413
Athiemoolam, L., & Vermaak, A. (2021). Teaching approaches adopted by teachers in multicultural classrooms in secondary schools in Port Elizabeth, South Africa. Journal for Multicultural Education, 15(2), 168–183. Scopus. https://doi.org/10.1108/JME-01-2021-0003
Azizah, N., Yusrina, J. A., Nugraini, E. D., & Zulfa, L. N. (2025). “HUMANIZING HUMANS” IN INCLUSIVE PESANTREN: THE ROLE OF PEER SUPPORT IN PROMOTING SELF-EFFICACY AND INDEPENDENCE. Jurnal Ilmiah Peuradeun, 13(2), 987–1020. Scopus. https://doi.org/10.26811/peuradeun.v13i2.1876
Baker, C. A., & Moore, J. L. (2015). Experiences of underrepresented doctoral students in counselor education. Journal for Multicultural Education, 9(2), 68–84. Scopus. https://doi.org/10.1108/JME-11-2014-0036
Bruen, C., Illing, J., Daly, R., Meagher, F., Delany, C., Offiah, G., Doherty, S., Stuart, E., Crehan, M., & Kelly, H. (2025). Medical student experiences of Case-Based Learning (CBL) at a multicultural medical school. BMC Medical Education, 25(1). Scopus. https://doi.org/10.1186/s12909-024-06585-7
Cefai, C., Cavioni, V., Bartolo, P., Simöes, C., Miljevic-Ridicki, R., Bouilet, D., Pavin Ivanec, T. P., Matsopoulos, A., Gavogiannaki, M., Zanetti, M. A., Galea, K., Lebre, P., Kimber, B., & Eriksson, C. (2015). Social inclusion and social justice: A resilience curriculum for early years and elementary schools in Europe. Journal for Multicultural Education, 9(3), 122–139. Scopus. https://doi.org/10.1108/JME-01-2015-0002
Chae, M., & Kim, B. (2024). Reducing Cultural Barriers: A Grounded Theory Approach to Nursing Student Attitudes After Multicultural Education. Risk Management and Healthcare Policy, 17, 2241–2253. Scopus. https://doi.org/10.2147/RMHP.S480088
Daryazadeh, S., Yamani, N., & Adibi Sedeh, P. (2019). Development of a checklist to validate the framework of a narrative medicine program based on Gagne’s instructional design model in Iran through consensus of a multidisciplinary expert panel. Journal of Educational Evaluation for Health Professions, 16. Scopus. https://doi.org/10.3352/JEEHP.2019.16.34
Dhaliwal, G. (2009). Teaching Medicine to Non-English Speaking Background Learners in a Foreign Country. Journal of General Internal Medicine, 24(6), 771–773. Scopus. https://doi.org/10.1007/s11606-009-0967-z
Gana, E., Stathopoulou, C., & Govaris, C. (2020). Expanded Pedagogical Spaces: Enhancing Roma Students Involvement in School. Dalam Multiling. Educ. (Vol. 36, hlm. 169–181). Springer Science and Business Media B.V.; Scopus. https://doi.org/10.1007/978-3-030-28396-4_13
Glick, A. A., Winham, D. M., & Shelley, M. C. (2025). Food Insecurity Predictors Differ for White, Multicultural, and International College Students in the United States. Nutrients, 17(2). Scopus. https://doi.org/10.3390/nu17020237
Hendratno, H., Istiq’faroh, N., Kharisma, N. V. E., Fakhrudin, A., & Rezania, V. (2025). DEVELOPMENT OF AN AUGMENTED REALITY LEARNING APPLICATION INTEGRATING THE SMILE FRAMEWORK AND SDGS FOR STRENGTHENING ETHNOPEDAGOGICAL COMPETENCE IN PRIMARY TEACHER EDUCATION. Journal of Engineering Science and Technology, 20, 49–56. Scopus.
Hernández-Wolfe, P., Acevedo, V. E., Victoria, I., & Volkmann, T. (2015). Transnational Family Therapy Training: A Collaborative Learning Experience in Cultural Equity and Humility. Journal of Feminist Family Therapy, 27(3–4), 134–155. Scopus. https://doi.org/10.1080/08952833.2015.1092813
Kiwan, D. (2011). “National” citizenship in the uk? Education and naturalization policies in the context of internal division. Ethnicities, 11(3), 269–280. Scopus. https://doi.org/10.1177/1468796811407811
Lewis, A., Bethea, J., & Hurley, J. (2009). Integrating cultural competency in rehabilitation curricula in the new millennium: Keeping it simple. Disability and Rehabilitation, 31(14), 1161–1169. Scopus. https://doi.org/10.1080/09638280902773760
Love, K. L. (2017). The Critical Research Evaluation Tool (CRET): A Teaching and Learning Tool to Evaluate Research for Cultural Competence. Nursing Education Perspectives, 38(5), 286–287. Scopus. https://doi.org/10.1097/01.NEP.0000000000000183
Marri, A. R. (2007). Working with blinders on: A critical race theory content analysis of research on technology and social studies education. Multicultural Education and Technology Journal, 1(3), 144–161. Scopus. https://doi.org/10.1108/17504970710822359
Matthews, M., & van Wyk, J. (2018). Towards a culturally competent health professional: A South African case study. BMC Medical Education, 18(1). Scopus. https://doi.org/10.1186/s12909-018-1187-1
Mkandawire-Valhmu, L., Weitzel, J., Dressel, A., Neiman, T., Hafez, S., Olukotun, O., Kreuziger, S., Scheer, V., Washington, R., Hess, A., Morgan, S., & Stevens, P. (2019). Enhancing cultural safety among undergraduate nursing students through watching documentaries. Nursing Inquiry, 26(1). Scopus. https://doi.org/10.1111/nin.12270
Muzayanah, U. H., & Ghony, D. (2025). The Harmonization of multicultural Islamic education values in diversity: A case from Indonesia. Edelweiss Applied Science and Technology, 9(3), 1212–1226. Scopus. https://doi.org/10.55214/25768484.v9i3.5468
Pimentel, J., Arias, A., Ramírez, D., Molina, A., Chomat, A.-M., Cockcroft, A., & Andersson, N. (2020). Game-Based Learning Interventions to Foster Cross-Cultural Care Training: A Scoping Review. Games for Health Journal, 9(3), 164–181. Scopus. https://doi.org/10.1089/g4h.2019.0078
Pogue, T. D. (2025). Moving outside of the circle of mainstream inquiry: An examination of Zora Neale Hurston and Katherine Dunham within the framework of the African Jegna. J. Multicult. Educ., 19(4), 390–401. Scopus. https://doi.org/10.1108/JME-12-2024-0165
Qazi, M. H. (2023). Construction of students’ religious national identities in Pakistani state schools and its implications for minorities. Compare, 53(2), 181–198. Scopus. https://doi.org/10.1080/03057925.2021.1886053
Ribierre-Dubile, N. (2017). Une approche plurilingue pour faciliter l’inclusion scolaire: Engagement et dynamique pédagogique. International Review of Education, 63(4), 545–559. Scopus. https://doi.org/10.1007/s11159-017-9647-0
Riner, M. E. (2013). Globally engaged nursing education with local immigrant populations. Public Health Nursing, 30(3), 246–253. Scopus. https://doi.org/10.1111/phn.12026
Tarver, M. L., Seshadri, G., Gutierrez, N., Fontus, F., & Boykins, B. (2025). No Shame, All Gain: The Influence of Sex Positive Learning on the Sexual Health of Black Women, a Feminist Study. Journal of Feminist Family Therapy, 37(1–2), 23–41. Scopus. https://doi.org/10.1080/08952833.2025.2472524
Yosef, Y., Sumarni, S., Maharani, S. D., Iyakrus, I., Ratna Kartika Waty, E. R. K., Vianty, M., & Nurlina, N. (2025). The Relationship Between Multicultural Self-Efficacy and Cultural Bullying Awareness Among Students in Public and Islamic Senior High Schools. Islamic Guidance and Counseling Journal, 8(2). Scopus. https://doi.org/10.25217/0020258695900
Authors
Copyright (c) 2025 Sri Nur Rahmi, Mohamed Shifaz, Mariyam Asm
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
