Islamic School Promotion through Multicultural Education Curriculum Integration at As-Salam Day School, North America

Ahmad Fathan Aniq

doi:10.30762/didaktika.v12i1.3478

Authors

Ahmad Fathan Aniq McGill University

DOI:

https://doi.org/10.30762/didaktika.v12i1.3478

Keywords:

Curriculum, Islamic Education, Multicultural

Abstract

The objective of this study is to identify the promotional strategies employed by the teaching staff and school administrators of As-Salam Day School in America through the implementation of moderation-based multicultural education. This Islamic school received the highest commendation with double accreditation. This achievement serves to refute the assertion that Muslim and American identity are mutually exclusive. As-Salam Islamic School incorporates Islamic teachings into an independent curriculum. This research was conducted using qualitative research methods at the institutional level. Data were obtained from document study in the form of reports. The research findings illustrate that the main curriculum focuses on academic achievement and religious identity within a multicultural setting, acknowledging contributions from both Muslim and non-Muslim perspectives. The school’s promotional strategy is centred on its role in promoting intercultural dialogue and offering inclusive youth and awareness programmes to the wider community.

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