Wisam Kh Abdul-Jabbar Bücher

Focusing on Medieval Muslim philosophers, the book explores their engagement with intercultural encounters and the openness of Islam to foreign ideas. It presents a dialogical model rooted in intercultural communications, aiming to enhance Islamic and Arabic education. The work highlights the significance of these philosophers in fostering dialogue and understanding between diverse cultures.

This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts.