A scoping study of ‘decolonial’ educational projects reimagining and enacting K-12 education from an Islamic worldview

This paper presents a preliminary scoping study of seven schools that are seeking to renew K-12 education from an Islamic worldview. It offers a cursory analysis of the discourse of these schools as they define their understandings of education and the human person in relation to renewal, and attempt to enact these through philosophies, pedagogies, and practices. It considers the decolonial nature of both the discourse and practices adopted by the schools, as well as the wider context within which these schools sit.