Available online at www.sciencedirect.

com

ScienceDirect
Procedia - Social and Behavioral Sciences 89 (2013) 64 – 68

2nd Cyprus International Conference on Educational Research, (CY-ICER 2013)

Development model of Islamic citizenship Education

Ezzat Allah Kishani Farahania*,Akbar salehib
a
First affiliation, philosophy of Education (M.A),shahed university, Tehran, Iran
b
Second affiliation, Assistant professor in philosophy of Education, Kharazmi University (T.M.U), Tehran, Iran

Abstract

Today loss of advance citizenship Education is sensible, Islamic reference is full of citizenship Educational subject. This article
talks about Islamic citizenship Education models. And take attention to the necessary Islamic item for it. The main aim in this
study is developing of Islamic citizenship Education. Study consist of three section in its methodology once in descriptive section
we search about citizenship Education around the world .in section tow we are analysing some theories about citizenship
education and in section three we present a model of Islamic citizenship education .its contributed in citizenship education is
introducing Islamic model to be experimented as a model for Educational system. We search with attributive analysis method and
at the end we hope for Islamic countries to expanses Islamic citizenship Education model to citizenship Education in other
countries in world.

2013The
© 2013 TheAuthors.
Authors. Published
Published by Elsevier
by Elsevier Ltd. Ltd.
Open access under CC BY-NC-ND license.
Selectionand/or
Selection and orpeer-review
peer-review under
under responsibility
responsibility of Assoc.
of Prof. Prof.Uzunboylu,
Dr. Huseyin Dr. Zehra Near
Özçınar,
East Ataturk Teacher
University, FacultyTraining Academy, North
of Education,
Cyprus.
Cyprus
Keywords: Citizenship, citizenship Education, model development, Islamic Education.

1. Introduction

The thinkers that studied about citizenship and its models and values, research its fountain in ancient Greece, and
they belief the concept of citizenship and democracy was born in same time in Greece. Hence at the beginning of
5th century, was grated a kind of democracy in Athen (PoiterNad, 2000, Ashtiyani, 2006).

The "postural rights” was fundamental concept of citizenship in Athen rights. In contrast, after that Aristotle and
Plato, belief there was paradox between this concept and democracy and they belief to natural rights in human life.
So postural rights replace with natural and metaphysical rights (Ashtiyani, 2006).

We believe that there was 'divine right' inside the natural and postural rights, and it shown whit religion. Society in
sign of Plato was Educational location, its low was as Education content, and the philosopher king was as a greater
teachers. Where he made relationship between politics and Education and it was grate work. In his opinion the aim
of Education must be nurturing sociability and blissful citizen that he has character abilities, virtuous and good
socials behaviors (Barro, 1976, Mirzamohammadi, 2011).

*
Corresponding author: Ezzat Allah Kishani Farahani. Tel: + 9821 88321311
E-mail address: salehihidji2@yahoo.com

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and/or peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu, Near East University, Faculty of Education, Cyprus
doi:10.1016/j.sbspro.2013.08.810
 Ezzat Allah Kishani Farahani and Akbar salehi / Procedia - Social and Behavioral Sciences 89 (2013) 64 – 68 65

2- Concept of Citizenship

The concept of Citizenship is applied to ever more aspects to social life. (Urry, 2000:64) consequently, as Linda
Bosniak (2006:1) states, Citizenship has become an overworked term, and its ubiquity inevitably leads to confusion.
To clear up this confusion, Bosniak proposed a multidimensional characterization of Citizenship, according to
Bosniak (2006:13) Citizenship question can be divided into three (inevitably overlapping) categories: those that
concern the substance of Citizenship (what Citizenship is), those that concern its domain or location (where
Citizenship takes place), and those that concern Citizenship s subjects (who is a Citizen).
In answering the question of what Citizenship is, Bosnaik distinguishes between Citizenship as (1) a legal status;(2)
entitlement to certain political, social and cultural rights;(3) participation in the political community and active
engagement in civil society, and (4) identifying or feeling solidarity with others in the wider world (Bosnaik,
2006:20,cf Baubok 2006;Blomraad et al. 2008). The first two of these dimensions focus on a passive or formal sense
of Citizenship; they involve the question of whether someone has the formal status of a Citizen and the rights that go
whit it. The third and fourth dimensions, on the other hand, involve an active or moral sense of Citizenship
(Schinkel and van Houdt 2010) there is a tendency to see Citizenship as a continuous process of participation and
feeling of belonging instead of a status that loses its distinguishing qualities … once it has been acquired by almost
everyone (van gunstren 1998:149), Marianne Van Bochove, KatjaRusinovic & Godfred Engebersen, 2010)
Gilbert (1996, p 108) sees citizenship as a contested term. “Some definitions emphasize individual rights or a sense
of shared loyalty. Others focus on citizen participation in government." he continues by outlining four major views
of citizenship: citizenship as an identity and a set of moral and social virtues based on the democratic ideal;
citizenship as a public practice; and citizenship as participation in decision-making in all aspects of life. (Carol
Muth, 2004)
Citizenship is often perceived as a status, conflated with nationality and protected by language and cultural
knowledge tests (McNamara, 2005; McNamara & Shohamy, 2008). Citizenship also refers to feeling of belonging
dignity and struggles for human rights. Citizenship in this sense can be exercised locally, nationally and globally.
Given the diversity of cultural contexts within and between nations, skills in language and intercultural
communication, together with understanding of human rights, can facilitate the development of intercultural
citizenship (Kymlica, 2003), cosmopolitan Citizenship (Osler & Starkey, 2005) and critical multiculturalism (May,
1999 & May & Sleeter 2010), (Hugh Starky, 2011).
Citizenship has always been a matter of balancing rights and responsibilities. Historically liberal Citizenship has
focused on the rights of Citizens- the right of vote, the right to social security entitlements. Responsibilities have a
place in liberal Citizenship, but do not play a major role. Republican Citizenship focuses on the responsibilities of
Citizens to the collective. Again, while republican Citizens have rights, these are less important to the republican
than are responsibilities or duties (Andrew Dobson, 2007).

3- Definition of Citizenship Education

It would be hard to give a clear definition of Citizenship Education, as you could perhaps for subjects like history
or biology or many other subjects. This is perhaps due to the fact that Gerick and his team adopted what Mclaughlin
(2000) has called a maximal approach to developing the breadth and the scope of the subject. The maximal approach
presents a challenge for those tasked with grating a rigorous assessment framework for the subject, a fact pointed
out by Kerr: the competing definitions and models of citizenship and Citizenship education are important precisely
because they point towards the potential for an incoherent vision and varied practice of citizenship education to
develop in English schools (kerr, 2003:5), (Tom Harrison, 2012)

Divane (2002) maintains: if children s Citizenship is to be taken seriously education for and into education must
have at its core the development of political literacy among children through active decision-making and
participation in all aspects of scholarly life. (p. 318), (Shannon A. Moore& Tyler Gegieckas& Luisa Marval&
Hailey McCauley& Sara Peloquin, 2011)
There is distinction between civic education and citizenship Education, the civic education is minimal approach that
delimitate citizenship Education to the teacher- student instruction. But in maximal approach, that named citizenship
education, emphasise on extent combination of formal and informal instructions. (Farmahini farahani, 1389:112)
66 Ezzat Allah Kishani Farahani and Akbar salehi / Procedia - Social and Behavioral Sciences 89 (2013) 64 – 68

Kerr (1999) in a General perspective define; citizenship education is the process to prepare young people for
citizenship education s responsibility role (FathiVajargah & Vahedchokadeh, 1388:120).
There is some model of citizenship education in world such as liberal and republic model. Each model consist of
particular components; whit these component we know and recognize models.

4- Model of Islamic citizenship Education

In this paper we attempted to introduce Development model of Islamic citizenship education, and it is recommended
to introduce some its component at first.
There are too many signs about the components of citizenship and citizenship education in Quran. This signs name
in Arabic language introduced whit 'aya' terms. Every ‘aya’ say about divan lows, lows that need for human life and
social, cultural, political and economical needs. These sections of Quran not human speech, but they are God’s
speech that he sends for helping human, to Mohammad prophet. Whoever there are many reasons, that shows
citizenship education approach in Quran. In citizenship education we say to these terms 'component ‘. Each
component argued on one or some characterizes of citizenship. In this paper, we introduce some of Islamic
citizenship education component. May someone ask about concern between this component and Education? In
answering to this question, we must know that in Education we have some mainly aims, which predicted for this
needs and are property with citizenship education subjects. The Islamic citizenship education model consist from
these components and if we recognizing and practicing this components in our educational environment, and if we
extend our attitudes, knowledge and skills, we can develop Islamic citizenship education as well as everything.
The first step to develop this model is locally and after that we must develop in national level, and the important
period is international level.
For international level we must have a common global language to recognize each other. Respect to human kinds is
important, until in diversity, because there is reassembly and differences between humans, reassembly between
humans make a sense of common humanity, and it is suitable for international level of citizenship education model.
Critical thinking is necessary thing for being rationality and reasonability in citizenship and citizenship education.
These approaches exist in Islamic model of citizenship education that we introduce them as a component of
citizenship Education, and we can find it in holy Quran.

5- Component of Islamic citizenship education

5.1. Islamic citizenship education, advice the peace for the entire world. There are must of these component in the
holly Quran, that some thinkers of citizenship education emphasis on it, because it is major aim of education and
citizenship education. In Education the peace focuses on giving to students’ attitudes, knowledge and skills about it.
And it has three dimensions, local, national and international or global dimension.
In today globalized and interconnected world, living together peacefully has become a moral, social and political
imperative on which depends, to a grate extent, the survival of humankind. (Rodolfo Stavenhagen,2008).
In Quran there is several 'aya ' that emphasis to peace for example: 'when it is said to them, do not corruption in the
land, they say we are only ones that put things right'. (Quran, 2:11) this aya say about peace and living together
peacefully in world and it has also ecological approach.

5.2. Admit to be alliance and living together: Islam recommended to unification: ' and hold you fast to God s bond
together and do not scatter’ (qoran3/103) in Islamic education and citizenship education it defines as a major aim.
So it is recommended for living together and avoid from disperse.
Loyalty is an important socialistic matter that emphasis on it: 'o believers, fulfil your bonds’ (Quran, 5/1) remaining
faithful to sb/sth and supporting them or always remind to national political principles, or be loyalty to law,
principles and local, national and international covenant.
 Ezzat Allah Kishani Farahani and Akbar salehi / Procedia - Social and Behavioral Sciences 89 (2013) 64 – 68 67

5.3.: Justice: In education justice focus on the equality to give attitudes, knowledge and skills to students and teach
them justice and equality the Quran say ‘o believers, be you securers of justice, witnesses for god'(Quran, 5/8), surly
god bids to justice and good- doing and giving to kinsmen; and he forbids indecency, dishonour, and insolence.
'Take the abundance, and bid to what is honourable, and turn away from the ignorant’ (Quran, 7/199)

5.4. Responsibility: 'and fulfil the covenant, surely the covenant shall be questioned’ (Quran, 17/34) in this aya the
term's shall be questioned' depend on Responsibility and it is an important element of citizenship education that
many thinkers emphasis on it, such as Rochelle Skogen writes:
The new social studies document climes to "provide opportunities for students to develop the attitudes, skills, and
knowledge that will enable them to become engaged, active, informed, and responsible citizens"(Alberta Education,
2005, p. 1), (Rochelle Skogen, 2010).

5.5. Rationality: there is more than 300 concept of rationality in Quran (Bagheri, 2009:204) such as: 'surely in the
creation of the heavens and…. There are signs for a people having understanding ' (Quran, 2/164).

5.6. Education:' and or lord do thou send among them a messenger, one of them, who shall recite to them, they
signs, and teach them the book and the wisdom, and purify them, thou art the all-mighty, the all-wise"(Quran, 2/129)
So with these components of citizenship Education in Islamic approach we must use them into curriculum as major
objectives aims in education system.

6- Conclusion

The citizenship education has three dimensions; local, national and international. We must promote our educational
system to international level and make common sense between other national to be peaceful and have alliance,
justice, Responsibility and Rationality, as several components of Islamic citizenship Education. Then develop and
extend this model to other Educational system in world. Islamic citizenship Education model with many potential in
social, political, Economical and cultural, fields, can help and support, another Educational systems because it has
perfect components in this fields. So in present paper we obtain some conclusions, such as being peacefully,
alliance, justice, Responsibility and Rationality. These components have a major role in Islamic citizenship
education model, and if we apply these components practically in our educational system, then developing this
model to international level, we will see its affects soon. As a rule all of the Islamic societies must pay attention to
these components’ Islamic citizenship in developing curriculum development syllabus. According to these views
reforming new curriculum development in Islamic societies is the first step for any educational systems in Islamic
societies.

References

Arthur J. and Cremin H. (2012) Debates in citizenship Education. Routledge (chapter 2, 3).
Skogen R.(2010), Citizenship-as –practice: balancing freedom and responsibility in school today, Campus Saint- Jean, University of Alberta
(Chapter 3)
Stavenhagen R.(2008), Building intercultural citizenship through education: a human rights approach ,European Journal of Education, Vol 43, No
2, Journal compilation 2008 Blackwell publishing Ltd 9600Garsington Road, Oxford OX4 2DQ UK and 350Main Street. Malden Ma
02148, USA, p. 161.
Dobson A., (2007) Environmental citizenship: towards Sustainable development, published online in Wiley Inter Science
(www.Interscience.wiley.com) DoI: 10.1002/sd.344
Mutch, C, (2004) Educational Policy and Notion of citizenship in four Asia-Pacific Societies, Asia Pacific education review. Christchurch
College of education, Vol. 5, No. 2, P 178-187.
Starkey H. (2011) Citizen Education and global spaces, institute of Education , University of London, UK Available online: 18 May
2011,Mortimer house, 37-41 Mortimer Street, London W1T 3JH, UK, P75
Moor S. A. (2011) Constricting critical citizenship with young People: Alternative pedagogies. International Journal of child, Youth and Family
studies (2011) 3&4: pp 494-509
Van Bochhove M &Rosinovic K. &Engbersen A. (2012) Department of Sociology, Erasmus university Rotterdom,Po Box 1738, 3000 Rotterdom
The Netherland, Global Networks 10, 3(2010)344-369. Issn1470-2266.2010 the Author(s)
Bagheri, kh, (1388), twin vision to Islamic education, Tehran. Iran, school publican ,book 1 pp, 404-406.
68 Ezzat Allah Kishani Farahani and Akbar salehi / Procedia - Social and Behavioral Sciences 89 (2013) 64 – 68

Arberry A. J. Translator,(2000)Holly Quran, Ansariyan publication, P.o. box 187. 22 shohadastr .Qom, Iran
Ashtiyani. M, (1385) considering the citizenship values in school curriculum for teaching in primary school. Quarterly of instructional
Innovations. Vol 5, No 17 Autum 1385, pp 67-91.
Barrow, (1976), Plato and Education,London:Rutledge. (Chapter 3, 4).
Farmahini, F,(1389)citizenship education.Tehran,Ayisu publication, Autumn1389 pp 112.
Vajargah.F &Vahedchokadeh, (1388) Citizenship education in schools. Tehran, Ayahs publication, spring 1388, P, 120.