1. Generating ideas for good practice in teaching Islamic Studies Gary R. Bunt www.heacademy.ac.uk/islamicstudies islamicstudies@heacademy.ac.uk

2. Objectives of session Insight and advice on developing an Islamic studies student handbook Primarily for religious studies perspectives, but also transferable information and advice Designed for postgraduates and undergraduates Builds on a book in preparation on Islamic studies in UK higher education

3. Key concerns What are the key subject specific issues for a study guide? Good practice (generic) Subject specific concerns Motivation Outcomes Undergraduate specific Postgraduate specific Resource availability

5. Why choose IS? Motivation Outcomes – personal Academic interest Career Significant and relevant subject Transferability Planning: subject choice

6. Study skills development Terminology Transliteration Formatting Bibliographical standards Data recording Resources Languages

7. Study skills development II Fieldwork, approaches, security Interviewing Networking concerns Relationships with supervisors Structure of work Feedback from diverse sources Textual, archive, digital

8. Computer Resource use Use of internet resources for IS (including contemporary materials, Facebook, Twitter, blogs, YouTube, Google) Subject matter dictated by contemporary events Catalogues: library resources and availability of other materials Wikileaks, political interference

9. Approaches to subject matter Symbolism, leadership, source material access and application (QSH), reliability of translations, use of Quran databases: fatwa databases, use of sources, library work Personal worldviews: impact, concepts of academic neutrality and their validity (if any). Academic language v. belief issues (i.e. Islamic terminology and sensitivities)

10. Approaches to subject matter II Traditional approaches? Defining Islamic perspectives through a spectrum of understanding Terminology isues: what is authentic, traditional, Deobandi, Salafi, Barelwi, Wahhabi, Sufi, progressive, liberal, modernist etc.?

11. Subject sensitivities Access to data and individuals Insider : outsider considerations (are they valid?): pressures of community, family, etc. How IS disciplines are perceived: a serious subject? Relevant? Working in RS and other contexts

12. Will examiners get it? Generational gaps: technology, worldviews, political-religious perspectives Methodological differences Source conflicts

13. Controversial subjects interpretation issues and theories i.e. fatwa authorities, concepts, legal frameworks, political concerns, philosophical approaches, critical commentaries representing particular worldviews underrepresented subjects under the framework of IS (minority perspectives?) Gender issues/sexuality Multiculturalism debate and identity(-ies) Jihadi discourse [how is this negotiated, for example online]

14. Controversial subjects How do academics dialogue in sensitive areas? Security concerns: fieldwork access and sensitivities, i.e. community access, international travel, fear of publication [can we get an accurate picture of concerns?] Country subjects Military subjects

15. Controversial subjects Censorship: personal, implicit, subtexts for study Sponsored institutions and chairs: ideas/ideals of neutrality/objectivity – being closely monitored by departments, universities, external agencies [free speech], home countries Orientalism/post-orientalist debates Opening up other areas for study, i.e. regions, issues, access IS in European/N. American/western contexts

16. Presenting your ideas to others Timing Conferences Workshops Exposure to criticism/networking v. giving away source code and being plagiarised

17. www.heacademy.ac.uk/islamicstudies islamicstudies@heacademy.ac.uk