Dr. Adis Duderija. Gender Studies. Faculty Of Arts And Social Sciences. [email protected] View CV · ResearcherID Link · PubMed Link. Biography. Authors: Duderija, Adis, Rane, Halim. Provides a systematic and broad overview of the major debates affecting Muslims and Islam in the West; Raises a number. Adis Duderija. Griffith University < Islamic Studies. Verified email at a minority immigrant religion: The case of western-born Muslims. A Duderija.

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I teach and do research on progressive Islam, salafismIslam and Gender, western Muslims’ identity duderoja and inter-faith dialogue. Toggle navigation Academic profile. Islam and Muslims in the West: Major Issues and Dkderija. Tikkun3366— Quran, Sunnah, Maqasid and the Religious Other: The Ideas of Muhammad Shahrur. In The Objectives of Islamic Law: Quran is a dialogical and dialectic conversation between the divine and humanity.

Vidyajyoti Journal of Theological Reflection82— The Imperatives of Progressive Islam.

Journal of Ecumenical Studies52 2— Tensions between the Study of Gender and Religion: Hawwa15— In Encyclopedia of the Bible and its Reception 13 pp. Progressive Islam and Progressive Muslim Thought. Studies in Religion45 4— The Sunna and its Status in Islamic Law: The Search for a Sound Hadith. Emergence of western muslim identity: Factors, agents, and discourses.

Hawwa13 2— Adiz Question of Salvation of Non-Muslims: The Exegesis of Muhammad Asad. The Search for a Sound Hadith pp. Toward a scriptural hermeneutics of Islamic feminism.

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Journal of Feminist Studies in Religion31 245— A case study of patriarchy and slavery: The hermeneutical importance of Quranic assumptions in the development of a values-based and purposive Quran-Sunna hermeneutic.

Islam and Christian-Muslim Relations25 4— Islamic law reform and maqasid al-sharia in the thought of Mohammad Hashim Kamali. Maqasid al-Sharia, gender non-patriarchal Quran-Sunna hermeneutics, and the reformation of Muslim family law. Muslim Approaches to Interfaith Dialogue: The Authentic and the Apologetic. Neo-traditional salafis in the west: Agents of self -exclusion. In Muslim Citizens in the West: Spaces and Agents of Inclusion and Exclusion pp.

Shariah law and Women in Islam. In Controversies in Contemporary Religion: Education, Law, Politics, Society, and Spirituality pp. In Encyclopedia of the Bible and Its Reception 8 pp. Reflections on its Political Ramifications. Review of Faith and International Affairs11 369— Evolution in the concept of Sunnah during the first four generations duddrija Muslims in relation to the development of the concept of an authentic Hadith as based on recent western scholarship.


Arab Law Quarterly26 4— Religion Compass5 7— Introduction to Sharia HUM. Convenor, Online, Online, Semester 2, Teacher, Online, Online, Semester 2, Media and Conflict HUM. Media and Conflict LHS. Convenor, Online, Online, Semester 1, Teacher, Online, Online, Semester 1, Senior Lecturer, University Malaya – duderiha Honorary Research Fellow, University of Sarajevo – This is particularly so for those of us who dudefija in the areas of humanities and social sciences.

My personal teaching philosophy is informed by the broad set of guidelines that stem from this particular way of defining and understanding duderijx nature of teaching and learning. In my dudfrija practices I continually endeavor to incorporate the most effective teaching practices that are supportive of student learning. I encourage students to explore the subject matter from various vantage points and always with a critical lens including assessing of their own assumptions and biases.

As learning is an ongoing life-long process, Aris see my role as a teacher very much in assisting students duderkja refining their understanding of the world in which they live and their understanding of themselves.

As I am very passionate about my teaching and research interests, I always try to act as a role model and motivate my students to view their learning as something very meaningful and purposeful.

As a teacher I always strive to get each and every one of my students at a more personal level making sure that I remember their name, become aware of their past learning experiences and overall life goals. I also make my students aware that I am deeply committed to their intellectual development and that I am here to create a safe environment that can foster this development.


I consider learning to be an active rather than passive process and to reflect this belief I endeavor to structure my assignments and forms of assessment accordingly. This includes assignments such as online blogging, the keeping of reflective learning journals, interactive group discussions such as debates and assignments that involve participation of students in small scale research in their communities, tests that include multiple choice, fill-in-the-blank, short answer, and essays.


When the context requires a formal lecture presentation I make extensive use of visual aids and materials such as Power Point, resources available afis the internet such dduerija videos and other similar software.

I also provide students with the opportunity to ask questions during my lecture presentations either during or after duderoja lecture itself. By incorporating these various assessments and teaching methods I seek to be accommodative of the various student learning styles as much as possible.

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As I am a proponent of continuous methods of evaluating learning by means of effective and timely feedback and the classroom and assessment practices are designed accordingly. I strongly believe in the importance and the value of students having strong written and verbal skills as means of coherently structuring and expressing their thinking.

I believe that an important component of effective teaching is self-reflection as well as employment of external methods in evaluating my performance as a teacher.

Self-reflection ought to be, I believe, complemented by external methods of evaluations too. These include the use of student evaluations about both the nature of the course material as well as teaching delivery practices. In addition another way of improving my teaching is by means of obtaining advice from my more experienced colleagues.

My future goals involve a continued commitment to professional development and continual incorporation of best teaching and student learning practices that are conducive to both optimal learning experiences for my students and as well as for my own professional development.