Decolonizing Islamic Education: Ibn Khaldun’s ‘Ilm al-‘Umran as a Critical Alternative to Eurocentric Educational Paradigms
Abstract
This article examines Ibn Khaldun’s ‘Ilm al-‘Umran as a critical framework for decolonizing Islamic education and challenging the dominance of Eurocentric educational paradigms. While modern educational systems in many Muslim and Global South contexts remain shaped by Western epistemological assumptions, standardized rationalities, and secular models of knowledge, Ibn Khaldun’s civilizational thought offers an alternative grounded in Islamic metaphysics, historical consciousness, empirical observation, social cohesion, and ethical formation. Using a qualitative library-based method and conceptual-critical analysis, this article explores the philosophical foundations of ‘Ilm al-‘Umran, its relevance to contemporary Islamic education, and its potential contribution to curriculum reform, critical consciousness, and epistemic justice. The discussion argues that ‘Ilm al-‘Umran should not be treated merely as a historical theory of civilization, but as a dynamic epistemological framework capable of reconstructing Islamic education in more contextual, ethical, and socially responsive ways. The article concludes that a Khaldunian approach can enrich decolonial education by integrating Islamic epistemology, local knowledge traditions, critical pedagogy, and civilizational awareness.
Downloads
Download data is not yet available.
References
Abou-Tabickh, L. (2022). What Does Ibn Khaldūn Mean by the Term Mādda? On Human Association and Political-Economic Organisation. Al-Masaq, 34(3), 256–275. https://doi.org/10.1080/09503110.2022.2051391
Adiyono, A., & Sholeh, M. (2025). CAN FIQH AL-IJTIMA‘IYAH REDEFINE ISLAMIC EDUCATION IN INDONESIA? A PRISMA REVIEW OF SOCIAL VALUES IN CURRICULUM REFORM (2017–2024). Australian Journal of Islamic Studies, 10(3). https://doi.org/10.55831/ajis.v10i3.805
Ahmad, Z. (2003). The epistemology of Ibn Khaldūn. In The Epistemology of Ibn Khaldūn. https://doi.org/10.4324/9780203633892
Ahmed, F., & Chowdhury, S. (2025). Rethinking contemporary schooling in Muslim contexts: An Islamic conceptual framework for reconstructing K-12 education. Educational Philosophy and Theory, 57(2), 152–165. https://doi.org/10.1080/00131857.2024.2411325
Ahn, Y.-J., & Juraev, Z. (2025). Connecting Ibn Khaldun’s Educational Philosophy to Modern Child-Centered Perspectives. Journal of Education in Muslim Societies, 7(1), 138–160. https://doi.org/10.2979/jems.00044
Ait-Mehdi, H. (2012). Teaching the history of colonization and decolonization in France: A shared history or to each their own? Prospects, 42(2), 191–203. https://doi.org/10.1007/s11125-012-9232-z
Alatas, S. F. (2014). Applying Ibn Khaldūn: The recovery of a lost tradition in sociology. In Applying Ibn Khaldun: The Recovery of a Lost Tradition in Sociology. https://doi.org/10.4324/9780203093597
Alatas, S. F. (2013). Ibn Khaldun. In Ibn Khaldun. https://doi.org/10.1093/acprof:oso/9780198090458.001.0001
Alexeev, I. (2023). Appealing to History as a Method of Islamic Reformation: Mardjani, Rashid Rida, and Ibn Khaldun. Gosudarstvo, Religiia, Tserkov’ v Rossii i Za Rubezhom/State, Religion and Church in Russia and Worldwide, 41(3–4), 32–54. https://doi.org/10.22394/2073-7203-2023-41-3-4-32-54
Amri, L. (2008). The concept of ’umran: The heuristic knot in Ibn Khaldun. Journal of North African Studies, 13(3), 351–361. https://doi.org/10.1080/13629380701844672
Arenas, R. D. M., Cruz, J. A. G., Gonzales, C. A. D., Huarote, J. L. S., Lugo, J. P., & Baltazar, M. P. D. (2023). IBN KHALDUN, MUQADDIMA: OUTLINE ON CONFLICT AND SOCIAL COHESION AT THE DAWN OF SOCIOLOGY OR SOCIAL THEORY. Journal of Law and Sustainable Development, 11(7). https://doi.org/10.55908/sdgs.v11i7.1058
Azhar, A., Usman, J., Muhajir, M., & Zuaidar, Z. (2025). Integrating Prophetic Metaphors into the Development of Islamic Education Curriculum. Journal of Curriculum Studies Research, 7(2), 296–317. https://doi.org/10.46303/jcsr.2025.22
Bin Zakaria, A. R., Setiyawan, A., & Ferdi Hasan, M. (2025). Integration of critical pedagogy in Islamic education: a case study of pre-service teacher training. British Journal of Religious Education. https://doi.org/10.1080/01416200.2025.2560905
Cahyadi, A., Fiteriani, I., Samson, N.-A. T., & Hapsari, M. T. (2025). The Urgency of Islamic Ethnoscience-Based Science Learning in the 4.0 Era. Munaddhomah, 6(3), 452–464. https://doi.org/10.31538/munaddhomah.v6i3.2174
Carland, S., & Buckley, A. (2025). Beyond external theories: Muslims, ‘asabiyya, and the jihad of Ramadan. Contemporary Islam, 19(2), 333–357. https://doi.org/10.1007/s11562-025-00576-1
Chabane, D. (2008). The structure of ’umran al-’alam of Ibn Khaldun. Journal of North African Studies, 13(3), 331–349. https://doi.org/10.1080/13629380701844656
Chang, D. (2020). What to do with eurocentric curricula: An example from ‘antigone in ferguson.’ Philosophical Inquiry in Education, 27(1), 62–67. https://doi.org/10.7202/1070278ar
Dagar, P., & Khurshid, K. (2024). Adult Education in a Postcolonial World: Perspectives from the Global South. In International Issues in Adult Education (Vol. 36, pp. 246–257). https://doi.org/10.1163/9789004692626_015
Daun, H. (2021). Globalisation: Meta-ideological Hegemony and Challenges in Education. In Third International Handbook of Globalisation, Education and Policy Research (pp. 91–116). https://doi.org/10.1007/978-3-030-66003-1_6
Daun, H. (2024). Globalisation, education policy, and change: Globalizations, meta-ideological hegemony and challenges in education. In Fourth International Handbook of Globalisation, Education and Policy Research (pp. 265–290). https://doi.org/10.1007/978-3-031-67667-3_15
Dhaouadi, M. (1990). Ibn khaldun: The founding father of eastern sociology. International Sociology, 5(3), 319–335. https://doi.org/10.1177/026858090005003007
Elbih, R. (2020). Investigating Inequality in the US School System through Ibn Khaldun’s Political Wisdom and the Concept of Asabiyah. Educational Studies - AESA, 56(2), 107–124. https://doi.org/10.1080/00131946.2019.1694025
El-Kholei, A. O. (2019). Ibn Khaldun’s ‘ilm al ‘umran: a model for planning the sustainable city in the Arab region. Archnet-IJAR: International Journal of Architectural Research, 13(2), 276–293. https://doi.org/10.1108/ARCH-01-2019-0004
Fahmi, M., Nuruzzaman, M. A., Hilmy, M., Alfiyah, H. Y., Abdul Aziz, N. A., & Huriyah, L. (2025). Multicultural Islamic Education as Strategy for Strengthening Social Cohesion in Islamic School. Nazhruna: Jurnal Pendidikan Islam, 8(1), 154–175. https://doi.org/10.31538/nzh.v8i1.67
Halim, A. A., Mohd Nor, M. R., Ibrahim, A. Z. B., & Hamid, F. A. F. A. (2012). Ibn Khaldun’s theory of ’Asabiyyah and its application in modern muslim society. Middle East Journal of Scientific Research, 11(9), 1232–1237. https://doi.org/10.5829/idosi.mejsr.2012.11.09.227010
Le, C., & Phan, A. N. Q. (2026). International language certificates in Vietnam’s high school graduation and university admissions: a policy analysis. Current Issues in Language Planning. https://doi.org/10.1080/14664208.2026.2619339
Lopez, A. E., & Singh, H. (2024). Decolonizing Educational Knowledge: International Perspectives and Contestations. In Decolonizing Educational Knowledge: International Perspectives and Contestations. https://doi.org/10.1007/978-3-031-55688-3
Mardatillah, F., Gumilang, R. M., Wahyudi, M. A., Rawanita, M., & Muhammad, M. (2025). EPISTEMOLOGICAL RECONSTRUCTION OF ISLAMIC EDUCATION: DEVELOPING A TRANSFORMATIVE PEDAGOGICAL MODEL TO FOSTER CREATIVITY. Jurnal Ilmiah Peuradeun, 13(2), 1071–1094. https://doi.org/10.26811/peuradeun.v13i2.2200
Mirza, U. J. (2025). Regime Change: The Need for Scientific Critical Consciousness. International Journal of Critical Diversity Studies, 7(1), 86–110. https://doi.org/10.13169/intecritdivestud.7.1.0086
Mirza, U. J. (2024). Islamic Scientific Critical Consciousness as a theoretical framework for Muslim science educators. London Review of Education , 22(1). https://doi.org/10.14324/LRE.22.1.09
Mitkees, S., & El Odessy, D. (2025). The Facilitator as Murabi Exploring the Teacher-Student Relationship in Light of a Holistic Learner Experience Framework in an Islamic University in Egypt. Journal of Education in Muslim Societies, 7(1), 51–75. https://doi.org/10.2979/jems.00041
Natella, A. A. (2015). Education in a post-industrial world. In MULTIMATHEMACY: Anthropology and Mathematics Education (pp. 21–27). https://doi.org/10.1007/978-3-319-26255-0_3
Newman, A. (2024). Decolonising Education in Islamic West Africa: Secular Erasure, School Preference and Social Inequality. In Decolonising Education in Islamic West Africa: Secular Erasure, School Preference and Social Inequality. https://doi.org/10.4324/9781003172475
Nguyen, P.-M., Elliott, J. G., Terlouw, C., & Pilot, A. (2009). Neocolonialism in education: Cooperative Learning in an Asian context. Comparative Education, 45(1), 109–130. https://doi.org/10.1080/03050060802661428
Padilla Santamaria, M. G., Soto Molina, J. E., Sandoval Herrera, J. P., & Rayo, C. Y. (2025). Educational transformation, decoloniality, peace and communication skills. Revista de Ciencias Sociales, 31(11), 251–267. https://doi.org/10.31876/rcs.v31i.43999
Pribadi, M. (2014). Ibn Khaldūn’s social thought on Bedouin and hadar. Al-Jami’ah, 52(2), 417–433. https://doi.org/10.14421/ajis.2014.522.417-433
Putra, B. M., & Fredyarini Soedjiwo, N. A. (2026). Lir Ilir and the decolonial pedagogy of Sunan Kalijaga: Reclaiming Javanese epistemology in Islamic philosophy of education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2026.2653155
R’boul, H., & Barnawi, O. Z. (2025). Islamic Emancipation as alternative Maarifa in education: decoloniality as a holy mission. British Journal of Religious Education, 47(3), 242–252. https://doi.org/10.1080/01416200.2024.2393176
Ramli, R. M., Ismail, A. G., Alias, M. S., & Sulaiman, N. A. A. (2025). Ibn Khaldun’s Thoughts on Sustainable Development. International Journal of Islamic Thought, 28, 151–171. https://doi.org/10.24035/ijit.28.2024.342
Razak, A. Q. A., Suyurno, S. S., & Nordin, R. (2020). The ‘umrānic thoughts of ibn khaldūn and its contributions to the studies of islamic sociology and civilization. Afkar, 2020(Special Issue 1), 113–136. https://doi.org/10.22452/afkar.sp2020no1.5
Read, J. G., & Hussain, S. (2018). Muslim integration in the United States and England: The role of Islamic schools. In Growing Up Muslim in Europe and the United States (pp. 133–152). https://doi.org/10.4324/9781315279091-8
Saidi, B. (2025). Intercultural education in the Global South: decolonising canonical intercultural models in Moroccan University MA program courses. Language and Intercultural Communication, 25(1), 170–184. https://doi.org/10.1080/14708477.2024.2341772
Stanek, M. B. (2018). BEYOND THE WESTERNIZED UNIVERSITY: Eurocentrism and international high school curricula. In Unsettling Eurocentrism in the Westernized University (pp. 248–263). https://doi.org/10.4324/9781315162126-17
Sunar, L., & Yasliçimen, F. (2008). The possibilities of new perspectives for social sciences: An analysis based on Ibn Khaldun’s theory of Umrân. Asian Journal of Social Science, 36(3), 408–433. https://doi.org/10.1163/156853108X327029
Tahir, Z., & Nori, A. W. J. (2023). TEMPORAL AND GEOGRAPHICAL FORCES IN SHAPING IBN KHALDUN’S THEORY Relevance and Application in Modern Societal Dynamics. Al-Shajarah, 28(2), 315–342. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180732138&partnerID=40&md5=99f26dc36ee86fe84547198908aa0b89
Triantini, Z. E. (2024). NEGOTIATING IDENTITY AND RELIGIOUS EXPRESSION IN EARLY CHILDHOOD A Case Study of SDITs in Lombok, Indonesia. Al-Jami’ah, 62(2), 277–303. https://doi.org/10.14421/ajis.2024.622.277-303
Van Nieuwenhuyse, K. (2020). The “First Poland” (Tenth–Eighteenth Century) in Current Flemish History Textbooks for Secondary Education: Inclusion or Exclusion in a Eurocentric Curriculum? Polish Review, 65(1), 43–53. https://doi.org/10.5406/polishreview.65.1.0043
Zhang-Yu, C. (2021). Institutional racism in education: reflections on interculturality. Quadernos de Psicologia, 23(3). https://doi.org/10.5565/rev/qpsicologia.1793
Adiyono, A., & Sholeh, M. (2025). CAN FIQH AL-IJTIMA‘IYAH REDEFINE ISLAMIC EDUCATION IN INDONESIA? A PRISMA REVIEW OF SOCIAL VALUES IN CURRICULUM REFORM (2017–2024). Australian Journal of Islamic Studies, 10(3). https://doi.org/10.55831/ajis.v10i3.805
Ahmad, Z. (2003). The epistemology of Ibn Khaldūn. In The Epistemology of Ibn Khaldūn. https://doi.org/10.4324/9780203633892
Ahmed, F., & Chowdhury, S. (2025). Rethinking contemporary schooling in Muslim contexts: An Islamic conceptual framework for reconstructing K-12 education. Educational Philosophy and Theory, 57(2), 152–165. https://doi.org/10.1080/00131857.2024.2411325
Ahn, Y.-J., & Juraev, Z. (2025). Connecting Ibn Khaldun’s Educational Philosophy to Modern Child-Centered Perspectives. Journal of Education in Muslim Societies, 7(1), 138–160. https://doi.org/10.2979/jems.00044
Ait-Mehdi, H. (2012). Teaching the history of colonization and decolonization in France: A shared history or to each their own? Prospects, 42(2), 191–203. https://doi.org/10.1007/s11125-012-9232-z
Alatas, S. F. (2014). Applying Ibn Khaldūn: The recovery of a lost tradition in sociology. In Applying Ibn Khaldun: The Recovery of a Lost Tradition in Sociology. https://doi.org/10.4324/9780203093597
Alatas, S. F. (2013). Ibn Khaldun. In Ibn Khaldun. https://doi.org/10.1093/acprof:oso/9780198090458.001.0001
Alexeev, I. (2023). Appealing to History as a Method of Islamic Reformation: Mardjani, Rashid Rida, and Ibn Khaldun. Gosudarstvo, Religiia, Tserkov’ v Rossii i Za Rubezhom/State, Religion and Church in Russia and Worldwide, 41(3–4), 32–54. https://doi.org/10.22394/2073-7203-2023-41-3-4-32-54
Amri, L. (2008). The concept of ’umran: The heuristic knot in Ibn Khaldun. Journal of North African Studies, 13(3), 351–361. https://doi.org/10.1080/13629380701844672
Arenas, R. D. M., Cruz, J. A. G., Gonzales, C. A. D., Huarote, J. L. S., Lugo, J. P., & Baltazar, M. P. D. (2023). IBN KHALDUN, MUQADDIMA: OUTLINE ON CONFLICT AND SOCIAL COHESION AT THE DAWN OF SOCIOLOGY OR SOCIAL THEORY. Journal of Law and Sustainable Development, 11(7). https://doi.org/10.55908/sdgs.v11i7.1058
Azhar, A., Usman, J., Muhajir, M., & Zuaidar, Z. (2025). Integrating Prophetic Metaphors into the Development of Islamic Education Curriculum. Journal of Curriculum Studies Research, 7(2), 296–317. https://doi.org/10.46303/jcsr.2025.22
Bin Zakaria, A. R., Setiyawan, A., & Ferdi Hasan, M. (2025). Integration of critical pedagogy in Islamic education: a case study of pre-service teacher training. British Journal of Religious Education. https://doi.org/10.1080/01416200.2025.2560905
Cahyadi, A., Fiteriani, I., Samson, N.-A. T., & Hapsari, M. T. (2025). The Urgency of Islamic Ethnoscience-Based Science Learning in the 4.0 Era. Munaddhomah, 6(3), 452–464. https://doi.org/10.31538/munaddhomah.v6i3.2174
Carland, S., & Buckley, A. (2025). Beyond external theories: Muslims, ‘asabiyya, and the jihad of Ramadan. Contemporary Islam, 19(2), 333–357. https://doi.org/10.1007/s11562-025-00576-1
Chabane, D. (2008). The structure of ’umran al-’alam of Ibn Khaldun. Journal of North African Studies, 13(3), 331–349. https://doi.org/10.1080/13629380701844656
Chang, D. (2020). What to do with eurocentric curricula: An example from ‘antigone in ferguson.’ Philosophical Inquiry in Education, 27(1), 62–67. https://doi.org/10.7202/1070278ar
Dagar, P., & Khurshid, K. (2024). Adult Education in a Postcolonial World: Perspectives from the Global South. In International Issues in Adult Education (Vol. 36, pp. 246–257). https://doi.org/10.1163/9789004692626_015
Daun, H. (2021). Globalisation: Meta-ideological Hegemony and Challenges in Education. In Third International Handbook of Globalisation, Education and Policy Research (pp. 91–116). https://doi.org/10.1007/978-3-030-66003-1_6
Daun, H. (2024). Globalisation, education policy, and change: Globalizations, meta-ideological hegemony and challenges in education. In Fourth International Handbook of Globalisation, Education and Policy Research (pp. 265–290). https://doi.org/10.1007/978-3-031-67667-3_15
Dhaouadi, M. (1990). Ibn khaldun: The founding father of eastern sociology. International Sociology, 5(3), 319–335. https://doi.org/10.1177/026858090005003007
Elbih, R. (2020). Investigating Inequality in the US School System through Ibn Khaldun’s Political Wisdom and the Concept of Asabiyah. Educational Studies - AESA, 56(2), 107–124. https://doi.org/10.1080/00131946.2019.1694025
El-Kholei, A. O. (2019). Ibn Khaldun’s ‘ilm al ‘umran: a model for planning the sustainable city in the Arab region. Archnet-IJAR: International Journal of Architectural Research, 13(2), 276–293. https://doi.org/10.1108/ARCH-01-2019-0004
Fahmi, M., Nuruzzaman, M. A., Hilmy, M., Alfiyah, H. Y., Abdul Aziz, N. A., & Huriyah, L. (2025). Multicultural Islamic Education as Strategy for Strengthening Social Cohesion in Islamic School. Nazhruna: Jurnal Pendidikan Islam, 8(1), 154–175. https://doi.org/10.31538/nzh.v8i1.67
Halim, A. A., Mohd Nor, M. R., Ibrahim, A. Z. B., & Hamid, F. A. F. A. (2012). Ibn Khaldun’s theory of ’Asabiyyah and its application in modern muslim society. Middle East Journal of Scientific Research, 11(9), 1232–1237. https://doi.org/10.5829/idosi.mejsr.2012.11.09.227010
Le, C., & Phan, A. N. Q. (2026). International language certificates in Vietnam’s high school graduation and university admissions: a policy analysis. Current Issues in Language Planning. https://doi.org/10.1080/14664208.2026.2619339
Lopez, A. E., & Singh, H. (2024). Decolonizing Educational Knowledge: International Perspectives and Contestations. In Decolonizing Educational Knowledge: International Perspectives and Contestations. https://doi.org/10.1007/978-3-031-55688-3
Mardatillah, F., Gumilang, R. M., Wahyudi, M. A., Rawanita, M., & Muhammad, M. (2025). EPISTEMOLOGICAL RECONSTRUCTION OF ISLAMIC EDUCATION: DEVELOPING A TRANSFORMATIVE PEDAGOGICAL MODEL TO FOSTER CREATIVITY. Jurnal Ilmiah Peuradeun, 13(2), 1071–1094. https://doi.org/10.26811/peuradeun.v13i2.2200
Mirza, U. J. (2025). Regime Change: The Need for Scientific Critical Consciousness. International Journal of Critical Diversity Studies, 7(1), 86–110. https://doi.org/10.13169/intecritdivestud.7.1.0086
Mirza, U. J. (2024). Islamic Scientific Critical Consciousness as a theoretical framework for Muslim science educators. London Review of Education , 22(1). https://doi.org/10.14324/LRE.22.1.09
Mitkees, S., & El Odessy, D. (2025). The Facilitator as Murabi Exploring the Teacher-Student Relationship in Light of a Holistic Learner Experience Framework in an Islamic University in Egypt. Journal of Education in Muslim Societies, 7(1), 51–75. https://doi.org/10.2979/jems.00041
Natella, A. A. (2015). Education in a post-industrial world. In MULTIMATHEMACY: Anthropology and Mathematics Education (pp. 21–27). https://doi.org/10.1007/978-3-319-26255-0_3
Newman, A. (2024). Decolonising Education in Islamic West Africa: Secular Erasure, School Preference and Social Inequality. In Decolonising Education in Islamic West Africa: Secular Erasure, School Preference and Social Inequality. https://doi.org/10.4324/9781003172475
Nguyen, P.-M., Elliott, J. G., Terlouw, C., & Pilot, A. (2009). Neocolonialism in education: Cooperative Learning in an Asian context. Comparative Education, 45(1), 109–130. https://doi.org/10.1080/03050060802661428
Padilla Santamaria, M. G., Soto Molina, J. E., Sandoval Herrera, J. P., & Rayo, C. Y. (2025). Educational transformation, decoloniality, peace and communication skills. Revista de Ciencias Sociales, 31(11), 251–267. https://doi.org/10.31876/rcs.v31i.43999
Pribadi, M. (2014). Ibn Khaldūn’s social thought on Bedouin and hadar. Al-Jami’ah, 52(2), 417–433. https://doi.org/10.14421/ajis.2014.522.417-433
Putra, B. M., & Fredyarini Soedjiwo, N. A. (2026). Lir Ilir and the decolonial pedagogy of Sunan Kalijaga: Reclaiming Javanese epistemology in Islamic philosophy of education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2026.2653155
R’boul, H., & Barnawi, O. Z. (2025). Islamic Emancipation as alternative Maarifa in education: decoloniality as a holy mission. British Journal of Religious Education, 47(3), 242–252. https://doi.org/10.1080/01416200.2024.2393176
Ramli, R. M., Ismail, A. G., Alias, M. S., & Sulaiman, N. A. A. (2025). Ibn Khaldun’s Thoughts on Sustainable Development. International Journal of Islamic Thought, 28, 151–171. https://doi.org/10.24035/ijit.28.2024.342
Razak, A. Q. A., Suyurno, S. S., & Nordin, R. (2020). The ‘umrānic thoughts of ibn khaldūn and its contributions to the studies of islamic sociology and civilization. Afkar, 2020(Special Issue 1), 113–136. https://doi.org/10.22452/afkar.sp2020no1.5
Read, J. G., & Hussain, S. (2018). Muslim integration in the United States and England: The role of Islamic schools. In Growing Up Muslim in Europe and the United States (pp. 133–152). https://doi.org/10.4324/9781315279091-8
Saidi, B. (2025). Intercultural education in the Global South: decolonising canonical intercultural models in Moroccan University MA program courses. Language and Intercultural Communication, 25(1), 170–184. https://doi.org/10.1080/14708477.2024.2341772
Stanek, M. B. (2018). BEYOND THE WESTERNIZED UNIVERSITY: Eurocentrism and international high school curricula. In Unsettling Eurocentrism in the Westernized University (pp. 248–263). https://doi.org/10.4324/9781315162126-17
Sunar, L., & Yasliçimen, F. (2008). The possibilities of new perspectives for social sciences: An analysis based on Ibn Khaldun’s theory of Umrân. Asian Journal of Social Science, 36(3), 408–433. https://doi.org/10.1163/156853108X327029
Tahir, Z., & Nori, A. W. J. (2023). TEMPORAL AND GEOGRAPHICAL FORCES IN SHAPING IBN KHALDUN’S THEORY Relevance and Application in Modern Societal Dynamics. Al-Shajarah, 28(2), 315–342. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180732138&partnerID=40&md5=99f26dc36ee86fe84547198908aa0b89
Triantini, Z. E. (2024). NEGOTIATING IDENTITY AND RELIGIOUS EXPRESSION IN EARLY CHILDHOOD A Case Study of SDITs in Lombok, Indonesia. Al-Jami’ah, 62(2), 277–303. https://doi.org/10.14421/ajis.2024.622.277-303
Van Nieuwenhuyse, K. (2020). The “First Poland” (Tenth–Eighteenth Century) in Current Flemish History Textbooks for Secondary Education: Inclusion or Exclusion in a Eurocentric Curriculum? Polish Review, 65(1), 43–53. https://doi.org/10.5406/polishreview.65.1.0043
Zhang-Yu, C. (2021). Institutional racism in education: reflections on interculturality. Quadernos de Psicologia, 23(3). https://doi.org/10.5565/rev/qpsicologia.1793
Published
2026-05-01
How to Cite
HUSNI, Husni.
Decolonizing Islamic Education: Ibn Khaldun’s ‘Ilm al-‘Umran as a Critical Alternative to Eurocentric Educational Paradigms.
Jurnal Penelitian Pendidikan Islam, [S.l.], v. 13, n. 2, p. 141-160, may 2026.
ISSN 2621-8275.
Available at: <https://riset-iaid.net/index.php/jppi/article/view/2061>. Date accessed: 08 may 2026.
doi: https://doi.org/10.36667/jppi.v13i2.2061.
Section
Articles
