Educational Support and Parental Involvement for Immigrant Learners at Islamic Schools in South Africa: A Maqāṣid Al-Sharī’ah Approach

Abstract

Little is known about how immigrant parents in South Africa view education and how they contribute to their children’s educational growth. This research study indicates that these parents provide their school-aged children with a wide range of support; most of which is of a physiological nature, such as providing food and clothing. This study investigates immigrant parents’ understanding of educational support for their school-aged children and the challenges they experience in South Africa. An interpretive paradigm informs the setting of this basic qualitative research investigation. Six families were chosen for the study using a purposive sample method. Participants are from the Indian and Pakistani communities in Pietermaritzburg, KwaZulu Natal, and from the Somali community in Mitchells Plain in the Western Cape. Content analysis was conducted on the data after it was gathered through semi-structured interviews and observations. The challenges that the participants encounter are amongst others; educational, cultural, and
linguistic. It is evident that the maqaṣid Al- Sharī’ah principle is applied as part of the parenting of children in these immigrant families. As such, the findings of this study suggest that the participants are involved in both their children’s secular and Islamic education.