ABSTRACT
If educators’ pedagogies affect the depths of learner engagement, what pedagogies are optimal in sites of Islamic education? This chapter explores some potentially effective pedagogies, along with some less-effective ones, drawn from interviews with Canadian Muslim educators towards answering this question. They collectively demonstrated that context matters in teaching Islam; educators must know the cultural worlds that young people inhabit, and they play key roles in helping young people make sense of those worlds. Critical, reflective and creative pedagogies aim towards self-reflection, refinement and transformation. Active pedagogies of interest to both learner and educator, including giving young people chances to lead, help prepare them for tomorrow’s social leadership.
