Revisiting Henry Giroux: Decolonizing Islamic Education in East Africa and Southeast Asia

Abstract

Objective: This study explores the contribution of Henry Giroux’s critical pedagogy to the decolonization of Islamic education in East Africa and Southeast Asia, particularly in Kenya, Tanzania, Indonesia, and Malaysia. It examines how Islamic educational institutions can move beyond colonial legacies while maintaining core Islamic ethical and spiritual values. Theoretical framework: The study integrates Giroux’s critical pedagogy, viewing education as a space of cultural politics, resistance, and democratic engagement with Islamic educational principles such as tarbiyah (holistic development), akhlaq (moral character), and ‘adl (justice). This synthesis provides a foundation for understanding education as both transformative and value-based. Literature review: Existing studies highlight the role of critical pedagogy in fostering critical consciousness and resisting hegemonic structures. Meanwhile, research on Islamic education emphasizes moral and spiritual formation but reveals persistent challenges, including colonial curricula and rote learning. However, comparative and thinker-centered applications of Giroux’s framework in Islamic contexts remain limited. Methods: This research employs a qualitative and comparative approach, drawing on literature analysis, policy review, and selected case studies of Islamic educational institutions. Data are analyzed thematically using key concepts from Giroux’s theory and Islamic educational philosophy. Results: The findings indicate that colonial influences persist through rigid curricula and exam-oriented practices. Nevertheless, emerging models such as dialogical learning, community-based education, and social justice integration demonstrate alignment with Giroux’s critical pedagogy and Islamic values, enhancing critical awareness and ethical engagement among students. Implications: The study suggests the need for curriculum reform, teacher development, and pedagogical transformation toward reflective, participatory, and justice-oriented Islamic education that fosters socially responsible and critically aware Muslim learners. Novelty: This study offers a distinctive contribution by positioning Henry Giroux as a central intellectual lens in a comparative, faith-sensitive framework. It bridges Western critical pedagogy and Islamic educational thought in postcolonial contexts.