Inclusive and Feminist Pedagogy in Islamic Studies: Empowering Experiences.

My training in Islamic theology and women’s studies has awarded me a unique opportunity to develop a pedagogical paradigm that integrates the Qur’anic notion of prophetic pedagogy with bell hooks’s concept of a “holistic and engaged pedagogy,” aimed at fostering discourse in an Islamic studies classroom. Prophetic pedagogy, as I interpret it based on Q 62:2, encompasses a pedagogical approach that informs, unforms, reforms, and transforms learning communities. In this paper, I will focus on three key pedagogical elements of my Intro to Islam class: a required assignment, a classroom activity, and a curriculum design feature. These components are guided by feminist pedagogical principles that prioritize engaging bodies and experiences alongside intellectual inquiry. Through their implementation, I advocate for a learning environment that celebrates diversity and inclusion, embraces holistic engagement, and champions justice by critically examining prevailing gender, race, and sectarian biases within Islamic scholarship, both historical and contemporary.