Multicultural Islamic Education and the Resilience of the Shia Community in Jepara

Ahmad Saefudin; Mahmud Arif; Karwadi Karwadi; Wanamean Paduka

doi:10.47655/dialog.v48i2.1132

Authors

Ahmad Saefudin Universitas Islam Nahdlatul Ulama Jepara https://orcid.org/0000-0001-5796-3658 (unauthenticated)
Mahmud Arif Sunan Kalijaga State Islamic University Yogyakarta
Karwadi Karwadi Sunan Kalijaga State Islamic University Yogyakarta
Wanamean Paduka Arunsat Wittaya Foundation School, Khankalong, Thailand

DOI:

https://doi.org/10.47655/dialog.v48i2.1132

Keywords:

Islamic boarding school, Multicultural Islamic education, resilience, Shia, Sunni

Abstract

This study examines the role of multicultural Islamic education in promoting the resilience of the Shia community in Jepara, a minority group residing within a predominantly Sunni cultural and religious context. The central research problem addresses how educational and socio-cultural strategies have enabled this community to maintain its identity and coexist harmoniously. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis at the Darut Taqrib Islamic Boarding School. The findings reveal four key strategies in instilling multicultural values: (1) integrating multicultural content into the hidden curriculum, (2) promoting moderate religious attitudes among teachers and students, (3) reducing prejudice by accommodating differences, and (4) implementing equity pedagogy through dialogue and cultural engagement. The Shia community demonstrates remarkable resilience by utilizing cultural adaptation, kinship and marital networks, and active involvement in socio-religious activities. Academically, the study contributes to the development of inclusive models of Islamic education for religious minorities. Socially, it highlights the importance of shared religious values in mitigating sectarian tensions and promoting communal harmony. At the policy level, these insights offer valuable guidance for governments and civil society in promoting a more inclusive and dialogic approach to multicultural Islamic education.

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