Contextualising Teacher Education Curricula in the Arab Gulf States

This Element advocates for the Majlis Curriculum as a framework for teacher education in Arabia. It conceptualizes culture as an epistemic and pedagogical foundation for teacher training. It introduces Al-Ra'y as a fourth component of pedagogical and deliberative reasoning. This title is also available as Open Access on Cambridge Core.

This Element advocates the Majlis Curriculum as a culturally responsible framework for teacher education in Arabia. Rather than treating culture as a supplementary means of transmitting local values or reducing it to language instruction, the Element conceptualizes culture as an epistemic and pedagogical foundation for teacher training. It extends the Arab-Islamic tripartite model of Tarbiya, Ta'lim, and Ta'dib by introducing Al-Ra'y as a fourth component of deliberative reasoning. The Majlis is theorized as an educational space that cultivates deliberation and civic responsibility in conversation with the liberal arts. This Element, therefore, positions culturally responsible pedagogy as a precondition for culturally responsive teaching. Intercultural engagement requires identifying and activating local epistemologies that align with the aims of liberal arts. The Element offers a contextual approach that preserves cultural continuity and enables teachers in Arabia to engage with international educational discourses. This title is also available as Open Access on Cambridge Core.