Indonesian Journal of Islam and Muslim Societies

31-72

Authors: Amika Wardana

The integration of Muslim immigrants in Western countries especially Britain has attracted wider attention both from academia, policymakers and public in general. Their different religion (i.e. Islam) has been regarded as the crucial factors in the process contextualised by the socio-political circumstances of the host society and the existence transnational link to the home country encouraging them to reproduce and transplant their ethno-religious tradition in diaspora. The article addresses the interplay between, on the one hand, the strong and weakness of the politics of multiculturalism and the secularisation and desecularisation of British society, and on the other, the institutionalisation of Islam in Britain amidst the persistent internal divisions and fragmentations of minority Muslim immigrant communities. As the result, Muslim immigrants have set up an ethno-religious integration trajectory through their own established socio-religious institutions and associations in parallel with the host country social and political ones.

97-120

Authors: Khairil Razali

Disasters happen in Indonesia current days bring the country into a very disasterprone country in the Ring of Fire cataclysm. Mega event devastating 2004 tsunami in Aceh Province and Nias have serious consequences for vulnerable groups of parents and children. This paper examines the presence of children in any catastrophic events, especially related to the psychological impact as well as adequate treatments to reduce and eliminate the prolonged psychological trauma. The 2004 tsunami in Aceh and a number of other natural catastrophic disasters have strengthened the effects of traumatic for children in Aceh and elsewhere in Indonesia. A series of earthquakes has built a-sustainable traumatic attitudes within children. This qualitative study learned from children from children centers in Aceh towards their coping strategies and roles of religious practices. In conclusion that it should be a concern to establish social support systems for children to lessen the impact in the future.

149-173

Authors: Nurwanto

The paper investigates the textbook on Islamic teaching officially published for Muhammadiyah Senior Secondary Schools. It examines whether the textbook promotes gender justice or injustice. In addition, how the teachers think about the gender discourse is also explored. The study seems important to carry out by taking account of whether the trend of gender discourses which has taken place for some decades in the public is substantially accommodated in the Muhammadiyah schools’ curriculum. Moreover, the teachers’ responses to the existing gender issues as included in the textbook may be crucial to shape since they are translators of the text offered. To clarify this issue, the paper uses content analysis of the textbook and analyses the result of interview with several Muhammadiyah senior secondary schools’ teachers in Yogyakarta. The result of this study shows that even if the content of the official textbook generally emphasizes gender justice, in some cases, it promotes gender injustice and stereotypes. The explanation of men’s social roles in the whole Muslims’ history tends to be widely explored whereas that of the possibility of women’s roles is paid less attention. On the other hand, in other parts of the textbook, there is an explanation of the importance of democratic attitudes for Muslims in the framework of societal relations. In the sense, the elaboration of the possibility of men and women to participate in the public is theologically explained. With regard to the teachers’responses, the writing indicates that they generally agree with the notion of the need for women and men to share and possibly contribute in the public as long as the women in particular do not deny their domestic roles. They seem trying to examine the content of the textbook ranging from rational up to theological considerations. To conclude, the textbook contains gender justice and injustice orientations which have been responded variously by the teachers.