Critical dilemmas in leading whole school renewal in an Australian Islamic school
Bibliographic Data
| ID | 22422196 |
|---|---|
| Authors | Nadeem Memon (0000-0002-0205-0736, Adelaide University), Nadeem A Memon (The University of Adelaide, corresponding author), M Abdalla (0000-0002-3288-7166, Adelaide University), Dylan Chown (0000-0002-3790-7656, Adelaide University), Noor Doukmak (Culturally Responsive School Leadership Institute) |
| Year | 2026 |
| Pages | 1-25 |
| Publication date | 2026-03-14 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Leadership in Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3124 • E-ISSN: 1464-5092 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13603124.2026.2643424 |
| OpenAlex | W7135372733 |
| Language | EN |
| References cited | 46 |
Many Australian Islamic schools are recognized for high academic achievement, increasing enrollments and low parental dissatisfaction. However, research highlights questions about their fulfillment of core visions. This article argues that tajdīd (‘renewal’) – an innovative paradigmatic framework – offers a transformative approach to making Islamic schools vision-driven. The study critiques conventional paradigms of school improvement, suggesting tajdīd is better suited to the unique objectives of Australian Islamic schools. It examines critical dilemmas faced by one school during their project of tajdīd, drawing on data from a three-year ethnographically informed school–university partnership, including 14 interviews with school leaders. The research explores the question: What are the critical dilemmas in pursuing tajdīd in an Australian Islamic school? Three dilemmas are identified: (1) conflicting educational and religious orientations among educators, (2) parental pressures prioritizing performativity and (3) challenges in re-centering the ‘Islamic’ identity, which evokes negative assumptions. These findings provide nuanced insights into the concept of school renewal and propose a distinctive framework to address dilemmas. By rethinking educational priorities through tajdīd, this article advances the understanding of meaningful transformation in Australian Islamic schooling.
Corporate governance · Islam · Islamic culture · Qualitative research · School choice · Education and Islamic Studies · Religious Education and Schools · Teacher Education and Leadership Studies
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| Highly cited | No |
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