Crafting Space for Islamic Education: Questioning Neoliberalism in Qualification Frameworks

Abstract

This study examines the role of National Qualification Frameworks (NQFs) in
validating Islamic Education (IE) within South Africa’s higher education system,
guided by the South African Qualifications Authority Act (SAQA, 1995). While
NQFs were designed to address historical educational inequities, this research
argues they align with neoliberal agendas, marginalizing traditional knowledge
systems (IKS) and religious education. Using an appreciative inquiry approach
(Cooperrider, 1986), the study investigates convergence and divergence in
validating IE and mainstream education. Findings reveal that NQFs validate
selected aspects of IE that are aligned with neoliberal frameworks, excluding
spiritual and communal dimensions foundational to its holistic nature. Framed
within debates on cognitive justice (Hoppers, 2021) and decolonization (Santos,
2018), this research highlights the need for inclusive frameworks that honor the
intellectual and spiritual integrity of Islamic Education.