Ilham Nasser is Director of Empirical Research in Human Development, part of the International Institute of Islamic Thought's Advancing Education in Muslim Societies initiative. She has spent over 25 years in research addressing children's development and teacher education and professional development and is author of peer-reviewed books, journal articles, and book chapters. She holds a PhD in Human Development and Child Study from the University of Maryland–College Park and was a teacher education faculty member (promoted to Associate Professor) at George Mason University. Her research focus is on teaching and learning as well as curriculum development in sociocultural and political contexts and ways these influence children's development.

• AcknowledgmentsPrefacePart 1: Education, Hope, and Muslim Societies1. Advancing Education in Muslim Societies Through a Discourse of Hope: An Introduction, by Ilham Nasser2. Transcending Human Ruptures Through a Hopeful Muslim Education, by Nuraan DavidsPart 2: Contexts of Hope in Higher Education3. The Power of Hope and Transformative Teaching: How to Frame an Educational Vision by Means of the Most Beautiful Names of Allah (al-Asma' al-Husna), by Mualla Selcuk4. Fusion of Horizons: A Case Study of the Pedagogy of Transformative Hope for Muslim Women's Empowerment in Malaysia, by Suhailah HossienPart 3: Initiatives in Teacher Development5. Teacher Professional Development in Palestine: Hope Despite All, by Ilham Nasser, Bassam Abu Hamad, and Sulieman Mleahat6. Schooling Culture in Public Schools: Reform for Equity (A'dl) in Education, by Nora El-BilawiPart 4: Infusing Hope in K-12 Education7. Positive Futures and Hope for a Better Life: A Transdisciplinary Approach for Imagining a Flourishing and Sustainable World, by Andreas M. Krafft8. Hope for Developing Compassionate Relations with Humans and Machines: Emotional Cognition and Islamic Education in North America, by Sher Afgan Tareen9. Intentional and Mindful Religious Studies to Develop a Holistic Identity in Young Muslims: A Case Study from North America, by Afeefa SyeedPart 5: Final Critical Reflections10. 21st Century Prospects for Hope in Transforming Education: Advancing the Dialogue, by Shelley Wong and Tyron PittsAuthors' BiographiesIndex

Education Transformation in Muslim Societies: A Discourse of Hope edited by Ilham Nasser is both poetic and practical.  Focusing on the idealism of hope, this timely volume is a powerful book in these uncertain times. Grounding it in the context of the Muslim societies, the book centers the value and virtue of hope with one of the world's most diverse population's that are often misunderstood and misrepresented.  Taking a global approach prompts us to remember that hope should be a vital component of education in every corner of the world.  The book also reminds readers to remember and celebrate the transformative power of education as a force for good. A critical, thoughtful, and much-needed volume!- Supriya Baily, George Mason University This book contributes to deconstructing the current educational paradigm in Muslim societies, which is based on a discourse of deficit, to reconstructing one which builds on, and integrates, the existing strengths of youth knowledge, emotions and faith. As such, this is both pathbreaking and necessary, innovative as well as wise. A must-read.- Azza Karam, Religions for Peace This is an educationally significant book on Muslim education that brings not only notions of transformation, critical action, and hope into dialogical conversation but it equally advances a non-instrumental idea of education. The central thoughts on Muslim education espoused throughout this book exemplify education as dynamic, flexible, and open-ended by inviting readers to experiment with ideas that may inspire innovative, changed, and hope-full ways of thinking and doing with/in education. Ilham Nasser and her colleagues should be commended for expanding a vision of Muslim education beyond the personal, social, and political towards forms of educational life unconstrained by the dominant outcome-driven approach to education. In many ways, the anthology of essays in this book not only questions current understandings of Muslim education but urges its readers to (re)think more radically what it means to bring critical hope to societies.     - Yusef Waghid, Stellenbosch University, Cape Town, South Africa