dissertation topics in islamic studies

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Dissertations and Theses

• ProQuest Dissertations & Theses Global This link opens in a new window ProQuest database providing the electronic equivalent of Dissertation Abstracts International. Beginning with the first U.S. dissertation in 1861, represents the work of authors from North American and European universities on a full range of academic subjects. Indexes and provides access to Georgetown-authored theses and dissertations. more... less... Includes abstracts for doctoral dissertations beginning July 1980 and for Master's theses beginning Spring 1988. Citations for dissertations published from 1980 forward include 350-word abstracts. Citations for Master's theses from 1988 forward include 150-word abstracts. Most dissertations published since 1997, and some from prior years, are available for free download; others may be requested via Interlibrary Loan.
• Dissertations & Theses (Georgetown-authored) This link opens in a new window Recent online theses and dissertations from selected Georgetown programs and departments. For access to Georgetown theses and dissertations authored prior to 2006, see the Georgetown catalog or refer to ProQuest's Dissertations & Theses database. Print copies of disserations may be requested using the Library's Library Use Only Materials Request. .
• Australasian Digital Theses Program This link opens in a new window Indexes theses produced at Australian and New Zealand universities. Includes access to 150,000 theses, with over 5,000 available full-text online. Provides links to home institutions for access to non-digitized theses.
• EThoS: Electronic Theses Online This link opens in a new window The British Library's database of digitized theses from UK higher education institutions. Free registration and login is required.
• Networked Digital Library of Theses and Dissertations This link opens in a new window Presents a searchable and browsable collection of electronic theses and dissertations. Includes masters- and doctoral-level theses and dissertations from about 70 institutions, U.S. and international. Particularly useful as masters' level theses are not often available in other collections
• Theses Canada Portal This link opens in a new window Index of Canadian masters theses and doctoral dissertations from 1965-present. Full text available from 1998 through August 31, 2002; those after 2002 may be available in Dissertations and Theses
• Theses.fr This link opens in a new window Provides access to more than 5000 theses on all subjects submitted in French to universities around the world, since 2006. Most are digitized and available in full text.
• Dissertation Reviews Dissertation Reviews features friendly, non-critical overviews of recently defended and unpublished dissertations, as well as articles on archives and libraries around the world
• Open Access Theses & Dissertations The number of electronic theses and dissertations (ETDs) openly available via institutional repositories has grown dramatically in recent years, increasing the need for a centralized service to search for this unique material. Open Access Theses and Dissertations (OATD), launched in early 2013, is on the path to fulfill that need. Not as large as the commercial subscription service ProQuest Dissertations and Theses Database, OATD distinguishes itself by providing access to more than 1.6 million open-access theses and dissertations freely available from over 800 institutions worldwide. The simplified interface allows searching across all fields or, in advanced search, by specific field (Title, Author Name, Abstract, University/Publisher, or Subject/Keywords). In addition, users may limit searches to a specific language or date range. Search results may be sorted by relevance, author, university, or date. more... less... Depending on the search, results may be further limited by date, university, department, degree, level (e.g., doctoral vs. master's), or language. The number of hits for entries under each limit is conveniently displayed in the left column. Links to the full text residing on the home institution's site are provided for each record. In many instances, several pages of the thesis or dissertation are available for viewing. Though other sites cover similar material, e.g., PQDT Open http://pqdtopen.proquest.com and Networked Digital Library of Theses and Dissertations, OATD focuses exclusively on open-access ETDs, and serves as an excellent resource for students and researchers. Its usefulness will continue to increase as more ETDs are made freely available

Dissertation Reviews

• Reviews of Dissertations on Islamic Studies Recent dissertation authors can request that their dissertations be reviewed.
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Master’s and Doctoral Theses in Islamic Studies

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Graduate Theses and Dissertations - Arabic & Islamic Studies

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Arabic Criticism of Colloquial Poetry 

The Companion's Fingerprint: Attributions to ʿAbd Allāh b. ʿAmr and Ibn ʿAbbās 

Tunisian Arabic as a Written Language: Vernacularization and Identity 

The Jurisprudence of Reality (Fiqh Al-Wāqiʿ) in Contemporary Islamic Thought: A Comparative Study of the Discourse of Yūsuf Al-Qaraḍāwī (D. 2022), Nāṣir Al-ʿumar (B.1952), And Abdullah Bin Bayyah (B.1935) 

Seventeenth-Century Poetic Aesthetics: Ibn Maʿṣūm Al-Madanī’s Sulāfat Al-ʿaṣr on Contemporary Poets 

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Introduction

Developing a thesis proposal and then researching, writing, and submitting the thesis are challenging mandatory components of your PhD degree. In order to assist you in the successful completion of these tasks, the procedures and guidelines as required by the Institute of Islamic Studies and Graduate and Postdoctoral Studies (GPS) are presented below.

The overall process: A summary

The process of completing a thesis moves from selecting a topic in consultation with your supervisor(s) to then developing a suitable proposal, which in turn must be submitted to and approved by the Institute Faculty at one of the scheduled staff meetings during the academic year. Once approved, research and writing commences. When the final draft of the thesis is ready, the thesis is submitted to GPS, which forwards a copy to the External Examiner. Once the External Examiner has submitted his/her report with a ‘Pass’, the oral defense examination is organized by the Institute. Following the successful pass of the oral defense, the candidate is required to make any stylistic and/or other minor corrections indicated by the External’s report and the Oral Defense Committee for the final electronic submission.

The overall process: The details

Phd dissertation, thesis proposal.

Language of the Thesis

Preparation of the Thesis

Initial Thesis Submission

Final Submission

• Thesis Examination Failures

Students must begin their dissertation research as early as possible. Having completed all the course and language requirements and passed the Comprehensive Examinations, the PhD candidate may proceed to the writing of the dissertation proposal. The PhD dissertation is expected to consist in original research that is based on the relevant primary and secondary sources.

The dissertation for the PhD must display original scholarship expressed in satisfactory literary form and must be a distinct contribution to knowledge. Its originality may lie in the discovery of new facts or the reaching of new conclusions by the exercise of independent critical power. Its content must reflect complete understanding and control of the subject based on the latest data, and must show skill in orderly exposition and ability to marshal and organize evidence and draw logical conclusions.

The average length of a doctoral dissertation accepted at the Institute is 250 double-spaced typewritten pages (inclusive of footnotes and appendices, but exclusive of bibliography). The length, however, may vary with the nature of the topic.

The Institute of Islamic Studies maintains specific procedures for the development and submission of thesis proposals prior to research and writing. The thesis proposal should be defended no later than the end of the student’s third year of study.

The procedures involve the following:

1. Selection of topic

PhD students should begin considering possible thesis topics early in their programmes, in consultation with their supervisor(s). Ideas can be tested by writing papers in your courses to explore the potential of your topic(s). PhD students are expected to develop ideas during their course work and while preparing for their comprehensive examinations.

2. Writing a Thesis Proposal approved by your supervisor(s)

The purpose of your proposal is to demonstrate the viability of your research topic to the Faculty of the Institute. This entails developing (a) specific research question(s), along with the reasons and importance of the proposed research, suitable methodologies to answer your question(s), an outline and a detailed bibliography.

The dissertation proposal should state the title of the dissertation, the problem to be discussed, the value or importance of the problem and the method that will be used to bring the research to its logical conclusions. The proposal must also mention what materials will be used and whether they are available at McGill or elsewhere and are accessible to the student. A sample outline is provided below for your guidance, but please consult with your supervisor(s) as to the format they prefer.

Sample outline

• Thesis Title
• Thesis Question(s)
• Reasons and Importance of the Research
• Literature Survey
• Historical Context/Introductory Material in support of thesis
• Methodology
• Bibliography

Format: The maximum length accepted is 6 pages, excluding bibliography. The proposal must be double spaced, with 1-inch margins, in size-12 font. In addition, all proposals must be typographically, grammatically and diacritically correct. Submissions that fail to comply with these requirements will be rejected.

Please keep in mind that many funding agencies require concise, well thought out research proposals, and that the writing of research proposals will therefore become an integral part of your academic career.

3. Completing the Thesis Proposal Form

4. Submission of the Thesis Proposal and the Thesis Proposal Form to the IIS Office

Please ensure that your written Thesis Proposal and bibliography are completed properly, and that your Thesis Proposal Form is approved and signed. It is preferable to submit the documents electronically to the Student Affairs Coordinator one week prior to the monthly staff meeting. Late submissions will be held over for the next staff meeting. 

5. Defense of Thesis Proposal at a Staff Meeting

Students must be present at the staff meeting when the proposal is discussed to defend their proposals. Once final approval is granted by the faculty, the student may proceed to work toward the completion of the dissertation.

6. Faculty approval of Thesis and Recommendation of the External Thesis Examiner

The Faculty will communicate approval of your thesis proposal in writing. You will then work closely with your supervisor on the completion of your thesis. When you have completed writing the thesis, you and your supervisor will decide on the names of possible external examiners who are specialists in your field and whose services would present no conflicts of interest.

The doctoral dissertation may be submitted in either English or French. Grammatical correctness is requisite, and felicity of expression is among the criteria involved in judging the dissertation.

All thesis submissions must adhere to the guidelines set by GPS. For more information, please consult the GPS Thesis Guidelines . 

Submission to Supervisor

Please be aware that Professors need a reasonable amount of time to read and provide comments on your thesis. This process of submission and feedback should be an on-going activity based on the thesis timeline that was agreed upon by you and your supervisor(s). If you fail to submit chapters or others sections of your thesis by the agreed upon timeline, he/she may not be able to ensure that your thesis can be submitted by a certain deadline. You must consult your supervisor well in advance about dates and availability.

Once the thesis has been written, corrected by your supervisor, revised as appropriate and approved for submission, the candidate may submit the thesis to Graduate and Postdoctoral Studies in myThesis. Please note:

1. Thesis submission deadlines:

2. Accompanying document to be submitted with the copies of your thesis: Thesis Checklist.

See the Graduate and Postdoctoral Studies' webpage for the form and information.

If the research for the thesis involved human participants, you should have obtained Research Compliance Certificates from the Research Ethics Board . A copy of the certificates must be provided together with the Thesis forms.

3 . PhD candidates submit their thesis and the form in myThesis .  The thesis is forwarded by the GPS to the external and internal examiners, who will in due course send a reader's report (approximately one month). Based on these reports, there may be additional corrections or changes to be made to the thesis before final submission.

Examination of the Thesis

Theses are read by  an external examiner and an internal examiner . Following discussions with the student, the supervisor will submit 2-3 names of external examiners for approval to the GPD and Director. Once approved by the GPD and Director, the student submits the contact information  in myThesis  for GPS to contact them. If the GPD is the supervisor of the student, the final approval of the externals will be made by the Director; if the Director is the supervisor of the student, the final approval of the externals will be made by the GPD.

It is advisable that the process in myThesis be initiated 2 months before the intended date of submission.

If a dissertation is judged unsatisfactory by either of the examiners, the student has the option to either revise & resubmit or request a new examiner to a Hearing Committee for bias, error or misrepresentation or both. Graduate and Postdoctoral studies details the procedure and process on its website . 

If the dissertation has been passed by the Examiners, a final oral examination is held on the subject of the dissertation and subjects intimately related to it. For more detailed information, please see the Oral Defense section of the left sidebar.

For the PhD thesis, once all corrections are completed based on the oral defense and the External and the Internal Examiners' reports, you submit your final copy electronically on Minerva. For more information on this, see the GPS’ Final Thesis Submission Instructions .   

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Dissertations and theses

More recent successful doctoral theses are currently subject to a time-limited ‘bar on access’ and will become available when this bar of access expires.

Jones, Laura 2022. Ramadan in the UK: A month of ambiguity . PhD Thesis, Cardiff University.

Khan, Ayesha 2020.  SUFISTICATED: Exploring post-Tariqa Sufi expression amongst young British Muslims . PhD Thesis, Cardiff University.

Sidat, Haroon 2019. Formation and training of British Muslim scholars (Ulama): An ethnography of a Dar al-Uloom in Britain . PhD Thesis, Cardiff University.

Vince, Matthew  2018. Muslim identities in contemporary Britain: The case of Muslim religious education teachers . PhD Thesis, Cardiff University.

Khan, Asma 2018. Beliefs, choices, and constraints: understanding and explaining the economic inactivity of British Muslim women . PhD Thesis, Cardiff University.

Timol, Riyaz 2017. Spiritual wayfarers in a secular age: the Tablighi Jama'at in modern Britain . PhD Thesis, Cardiff University.

Ahmed, Abdul-Azim 2016. Sacred rhythms: an ethnography of a Cardiff mosque . PhD Thesis, Cardiff University.

Morris, Carl 2013.  Sounds Islamic? Muslim music in Britain. PhD Thesis, Cardiff University.

Warden, Rosalind 2013.  A sociological study of Islamic social work in contemporary Britain . PhD Thesis, Cardiff University.

MA dissertations

All dissertations by Jameel scholars for the Master's degree 'Islam In Contemporary Britain' since the programme began.

2021 – 2022

Bethan Gibbs Twenty Years of Gender and Islam in the British News

Sam Bartlett An Alternative Account of Muslim Home-Education: Escaping the Lens of Muslim Exceptionalism

Sami Bryant Islamic Environmental Activism: the case of Muslims for Extinction Rebellion

Hamzah Zahid I’tikāf: A British Muslim’s Spiritual Sojourn

2018–2019

Seherish Abrar Female ‘Ulama in West Yorkshire

Muhammad Belal Ghafoor The future of Muslim religious leadership in Scotland

Megan Richards Team sport in Wales: Access and engagement for Muslim women. A specific focus on netball in the region 

Rory Wade Is anti-Ahmadiyya discrimination an issue in the British Muslim community?

2017–2018

Hasnan Hussain How do British Muslims who have same-sex attractions negotiate their identity?

2016 - 2017

Jamilla Hekmoun To what extent, if any, is anti-blackness a problem within Muslim communities in Britain?

2015–2016

Faisal Ali Policing Campus: Muslim students and Prevent

Grace Phelps What does the use of online matrimonial sites reveal about British Muslim women today?

2014–2015

Joseph Ford Does Islamic critical realism provide a useful ‘lens’ for researching contemporary British Muslim leadership and civil engagement?

Thomas Walters British Muslims’ experiences of interfaith dialogue

2013–2014

Sandra Maurer Embodying the Qur’an in 21st century Britain: a case study with a Muslim university student

Natasha Tiley British-Muslim perceptions of 'Citizen Khan'

2012–2013

Yunus Ali How and to what extent can modern educational practices be employed to help make traditional Islamic education more meaningful and relevant for young Muslims living in Britain?: A case study of the Amanah Centre 

Anisa Ather Why are British Muslims writing? Interviews with three British-Muslim memoir writers

Matthew Vince 'We don’t make life, we reflect it' Eastenders: Masood family and the question of Islamophobic representation within the British Media

2011–2012

Ellora Adam Exploring the role and potential of theatre in Islamic supplementary education

Fambaye Sow What are British Muslims’ perceptions in regard to the situation of Muslims in France?

2010–2011

Abdul-Azim Ahmed Visual Dhikr: a visual analysis of mosques in Cardiff

Adviya Khan Muslim women in hip-hop: an ethnographic study of ‘poetic pilgrimage’

Emily-Rose Lewis The Living Islam Festival: An Example of a British Muslim Community?

2009–2010

Helen Falconer Gathering for the sake of Allah: an ethnographic account of a women’s Halaqa group in Cardiff

Mustafa Hameed British Muslims and developing notions of citizenship

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To find other books similar to these go to the LibrarySearch record for the item you like and find the LC Subject Headings for the item you like.  Try searching for these.

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Films on Demand - Streaming

• Women in Islam Streaming Video Database Throughout the Islamic world, growing numbers of women are demanding education and equal opportunities-a stance that sometimes places them in conflict with their societies. In this episode, we look at the experiences of Muslim women in Turkey, where the traditional headscarf has become a symbol of the country's struggle between the forces of secularism and religion. In Israel, activists are fighting to stop honor killings in the country's Muslim communities. And in Toronto, a developer has created an entire Muslim suburb in an effort to merge traditional Islam with contemporary Canadian society.

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Islamic sources

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Digital collections, encyclopedias.

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Academic Search Complete (Ebsco) offers scholarly and general interest sources in business, medicine, humanities, social sciences, and science and technology.

Al-Manhal eLibrary  gives access to over 100,000 full-text searchable publications (books, peer-reviewed journals, strategic studies, academic dissertations and educational videos) from the Arab world’s leading publishers on a wide-variety of topics including Islamic (religious) Studies.

Dar al-Mandumah  provides access to a series of databases with full-text content of Arabic scientific conferences, dissertations and academic journals from 1921 to present day.

Index Islamicus Online is a classified bibliography of publications in European languages on Islam and the Muslim world including more than 590,000 records.

JSTOR is a subject searchable index of journals on-line with JSTOR. Retrieves full-text back files of scholarly journals, some of which date back to the 1800's. Does not include articles more recent than five years ago.

ProQuest Research Library   is a multidisciplinary database covering disciplines within the humanities and social sciences.

A selected list of databases pertinent to Islamic Studies is available here , and a complete list of databases accessible to McGill affiliated researchers is available here .

Corpus Coranicum makes more than 30,000 digital reproductions of early Qur'anic manuscripts available, and includes numerous tools useful to study the Qur'an (i.e. database of variants in transcriptions of the Qur'anic text, database of sources texts, chronological-literaty commentary, verse navigator, etc.).

Early Western Korans Online (Brill) includes Qur'ans and Qur'an translations, printed in Europe between 1537 and 1857.

The Noble Quran is an user-friendly and interactive online version of the Qur'an.

Quran for all Season a podcast hosted by Joseph Lumbard of the College of Islamic Studies at Hamad Bin Khalifa University, the podcast provides an ongoing commentary on the Quran, what some might call a contemplation, or  tadabbur , of the Quran.

Online Quran Project offers easy exploration, browsing and research of the Qur'an, and various online translations. The hope is to include translations of the Quran in all the languages in the world.

Quranic Arabic corpus is an annotated linguistic resource showing the Arabic grammar, syntax and morphology for each word in the Holy Quran providing three levels of analysis: morphological annotation, a syntactic treebank and a semantic ontology.

The Koran is an electronic version of The Holy Qur'an, translated by M.H. Shakir and published by Tahrike Tarsile Qur'an, Inc., in 1983.

Sultan Baybar’s Qur’an is one of the most magnificent Qur'ans in the British Library.

Available at McGill:

• Al-bayan Journal of Quran and Hadith Studies
• Journal of Qur'anic Studies = Majallat Al-Dirāsāt Al-Qurʹānīyah
• Studia Islamica

Qur'an fragment, 10/11th cent. (AC 194)

Qur'an Tools

Qur'an Tools is a free and open source digital tool for the critical study of the Qur'anic text, its construction and language.

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* Zotero Group Library on “how to write a dissertation” and other topics of interest to graduate students: *Grab your research with a single click. *A personal research assistant. *Store anything.

• Writing and Presenting Your Dissertation or Thesis : detailed outline of proposal, writing and thesis presentation.
• How to Organise Your Thesis : a succinct coverage of the postgraduate thesis process.
• How to Write a PhD Thesis : practical advice on the problems of getting started, getting organized and dividing the task into less formidable pieces.
• Writing Your Dissertation? - Academic Dissertation Help
• The modern researcher / Barzun, Jacques, 1907-2012. New York, Harcourt, Brace [1957]
• The craft of research / Booth, Wayne C., autho. Chicago : The University of Chicago Press, 2016.
• Doing qualitative research   / Silverman, David, 1943- authorLondon ; Thousand Oaks, California ; New Delhi ; Singapore : SAGE Publications Ltd, [2013]

Middle East & Islam Theses

• Dissertation Abstracts Recent Dissertations related to the Middle East, the Arab World and Islam.
• Islamic Studies Theses via EthOS (UK) Full-Text Doctoral Dissertations on Middle East and Islamic Studies Available Free. Free download of theses after registering (free). "Almost all UK universities make their theses available through the Service."  [ Digital islam: Theses on EThOS Selected doctoral theses (860) in Islamic Studies from UK Higher Education Institutes.]

Supreme Council of Universities (Egypt). Egyptian Universities’ Libraries Consortium . Theses & "Draft Theses"

Masters and PhD of Egyptian researchers

Theses under study in Egyptian universities

Osmanlı Edebiyatı Bibliyografyası Veritabanı - The Online Bibliography of Ottoman-Turkish Literature , a free and extensive database of references to theses, books, articles, papers and projects relating to research into Ottoman-Turkish culture. Please visit the Turkish version of this site if your first language is Turkish. 

Bibliography of Doctoral Dissertations in English on Arabic-Western Literary Relations, 1902-1997

THESES & DISSERTATIONS MIDDLE EAST STUDIES (University of Utah Marriott Library) Circulating copies of the theses and dissertations listed below are available in the University of Utah Marriott Library. Non-circulating copies of all Middle East Studies theses and dissertations, dating back to 1972, are available for review at the Middle East Center.

Morocco - Toubk@l In French. "catalogue national des thèses et mémoires" Database of citations. Includes abstracts but not full text of the theses. Theses are from Moroccan universities and universities outside Morocco.Produced by the Institut Marocain de l'lnformation Scientifique et Technique (IMIST)." http://toubkal.imist.ma/

Al Manhal "Al manhal database (online theses) aims at promoting the consultation and downloading of theses, dissertations defended by members of the juries from different countries. Thanks to the services offered by the different cyber-theses and thesaurus of many universities, we put at the disposal of the researchers a huge number of considerable documents without geographically being limited to the Arab World and Turkey." [The Faculty of Human and Social Sciences of Tunis. University of Tunis; The Cairo faculty of Letters; Cairo University. King Saoud University(KSA); King Abdu Aziz University (KSA)].

Laura Bier Dissertations in Middle East Studies from 2000-2007

Dissertations on al-Ghazali

General Guides to Dissertations & Theses

• ProQuest Dissertations and Theses With more than 2 million entries, PQD&T is the single, central, authoritative resource for information about doctoral dissertations and master's theses. Dissertations published from 1980 forward include 350-word abstracts written by the author. Master's theses published from 1988 forward include 150-word abstracts. UMI offers over 1.8 million titles for purchase in microfilm or paper formats. More than 600,000 are available in native or image PDF formats for immediate free download. Coverage begin in 1861 to the present.
• Foreign Doctoral Dissertations --Center for Research Libraries NO LONGER UPDATED. The collection includes doctoral dissertations submitted to institutions outside the U.S. and Canada. The range of years includes mid-19th century through the present, with the greatest concentration in the late 19th, early 20th c.
• Find Open Access Dissertations and Theses

Other aggregations of open access dissertations:

• EThOS - Electronic Theses Online Service
• DART-Europe E-theses Portal
• List of sources of the scientific search engine BASE
• List of Institutional Repositories
• UNESCO Clearinghouse of Electronic Theses and Dissertations "A database of institutions (universities, libraries, computing centers, publishing houses, etc. with ETD [ electronic theses and dissertations ] projects ), experts in the field of ETD, and technical and educational materials availabe on the Web to support and disseminate ETD." http://www.eduserver.de/unesco/
• UNESCO Guide for Electronic Theses and Dissertations For institutions interested in producing e-theses. "a resource for graduate students who are writing theses or dissertations, for graduate faculty who want to mentor ETD authors, for graduate deans who want to initiate ETD programs, and for IT administrators at universities." http://etdguide.org/
• Center for Research Libraries. Foreign Doctoral Dissertations Database CRL, in Chicago, has more than 750,000 foreign doctoral dissertations (from the U.K., France, Sweden, Germany, Netherlands, South Africa, etc. ). Members may borrow dissertations. Description of program Use the Keyword (or Author, Institution, Title, etc.) search. http://www-apps.crl.edu/catalog/dissertationSearch.asp
• Database of African Theses and Dissertations "The DATAD database contains citations and abstracts for theses and dissertations completed in African universities. The launching database includes works from all subject areas in ten leading universities and include abstracts written by the authors." Register to see selected brief citations. Full access requires a subscription. Participating universities are from Cameroun, Egypt, Ethiopia, Ghana, Kenya, Mozambique, Senegal, Tanzania, Uganda, Zimbabwe. On the web site of the Association of African Universities based in Accra, Ghana. http://www.aau.org/?q=datad
• Memoire Online . In French. Full text of Memoires completed at African and French universities. Some examples follow. Based in Paris, France. http://www.memoireonline.com/
• Fichier Central des Thèses Database of doctoral theses in progress in French universities and higher educational establishments. "More than 80 institutions are partners of the Fichier central des theses which records approximately 9000 annually subjects of doctoral theses. The database is continually being updated. The Fichier central des thèses is of vital importance to postgraduate students both in choosing their research topic and in discovering work being done on related topics." Disciplines covered: Humanities and Arts, Languages and Cultural Studies, Anthropology, History, Geography, Linguistics, Psychology, Cognitive Science, Education, Sociology, Theology and Religious Studies, Law, Political Studies, Politics and International Relations, Business and Economics." Maintained by Université Paris X Nanterre, France. http://fct.u-paris10.fr/
• Dissertation Reviews Founded in 2010, Dissertation Reviews is a site that features overviews of recently defended, unpublished doctoral dissertations in a wide variety of disciplines across the Humanities and Social Sciences. Offers readers a glimpse of each discipline’s immediate present by focusing on the window of time between dissertation defense and first book publication. Each review provides a summary of the author’s main arguments, the historiographic genealogy in which the author operates, and the main source bases for his or her research. The reviews are also anticipatory, making educated assessments of how the research will advance or challenge our understanding of major issues in the field when it is revised and published in the future. Dissertation Reviews also features reviews of and guides to archives, libraries, databases, and other collections where such dissertation research was conducted, to help scholars improve their ability to undertake current and future research.
• Networked Digital Library of Theses and Dissertations (NDLTD) International organization dedicated to promoting the adoption, creation, use, dissemination, and preservation of electronic theses and dissertations. The website provides topics: how to find, create, and preserve ETDs; how to set up an ETD program; legal and technical questions; and the latest news and research in the ETD community.
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521 Islam Essay Topics & Examples

On this page, see Islamic essay topics for a variety of tasks. Anything from challenging titles to simple issues to talk about – find something that suits your assignment!

14 Topics All Islamic Schools Should Address During High School | Dr Shadee Elmasry

If you or someone you know is involved in an Islamic school, please read this and pass it on. This is critical to our growth as a community.

The people in Islamic schools have been honored with the charge of teaching the deen to the next generation. Teachers have them for 180 days a year. If they have a deen or Islamic Studies class twice a week, that is 72 periods a year. If we multiply this by four years of high school, that’s nearly 275 hours of tuition.

By 7th grade, students should have completed Shamail, seerah, aqidah, and fiqh —basically the fundamentals of the religion. All of high school should then be spent wrestling hard with the shubuhaat (doubts and thorny issues) that will be thrown at them in college.

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Here is a list of things that I believe can be covered by junior year, leaving all of senior year for it to marinate in their minds through a comprehensive review and a senior paper. Here’s the list (in no particular order). Please feel free to add to it in the comment section:

1 Myth or truth: The historicity of the sources. How the Quran and Hadith were compiled and preserved

2 The theology and cosmology of gender

3 Evolution: what are our beliefs regarding the creation of the first man. Animals? The concept of “Be and it is.”

4 Secular ethics: who has the authority to decide what’s right and what’s wrong? Can religion be boxed into only the home and the masjid

5 Universalism: are religions subjective?   Do all paths lead to God? Or is one of them true?

6 Women in Islamic history. There is an eight volume work on female scholars of hadith. There were many more rulers and queens among and influential contributors in other fields.

7 Sexuality between fiqh, theology, and interaction . How do I interact with my gay colleague? Can I go to his wedding? How do my deal with my sister if she comes out as a lesbian ?

8 Riba: what is is and how does it relate to loans and modern finance contracts

9 Marriage: the right ways and the wrong ways of going about it. Marriage related issues in the Muslim Student Associations.

10 Citizenry, Loyalty & Identity: Between faith and nationalism. How to balance our deen and it’s world-wide Ummah and our citizenry in a non-Muslim majority country, particularly one at war with Muslim countries

11 The Deluge of Temptations: the spiritual, psychological, physical, familial, social, and financial side-effects of pornography and drugs.

12 Philosophy: the “Problem of Evil,” “Can God create a rock He can’t lift?” And other failed coups. A high school senior in a Muslim school should be able to write an essay on these topics with their eyes blindfolded.

13 Liberal Reform in Islam: Is the Sunnah a source of legislation? What is usul al-fiqh? A high school junior in an Islamic school should be able to give a talk on the sources and methodology of Islamic legislation as well as the fundamental differences between the madhhabs.

14 Spirituality – students must learn to detect the signs of a dimming faith and spiritual atrophy,  as well as know the simple methods of haunting and reversing the downward spiral.

I would venture to say that thousands of American Muslims and  millions world-wide lose their iman in college. Islamic schooling is truly effective if it’s seniors graduate armed with deep and nuanced understandings of the challenges to come. We need to be a creative minority. Our seniors should enter into college with an agenda of their own (outlined in their senior thesis). We need to be the subjects of history not the objects. Instead of being the naive targets of someone else’s agenda, we need to have our own thought and our own agenda.

Be the predator, not the prey.

The Crisis of Knowledge

Four Statements Black American Muslim Converts Make That Undermine Their Financial Security

Dr Shadee Elmasry was born and raised in New Jersey and studied in the Muslim world in Fez, Hadramawt, Cairo, Makka, and Madina. He completed a Masters from The George Washington University in comparative religion, then a PhD from the University of London, SOAS on “Da’wa in the Works of Imam al-Haddad.”

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22 comments.

Osman Umarji

January 17, 2018 at 3:21 AM

JazakumAllahu khair for raising these important issues to be discussed in Islamic schools.

While I agree that children should learn all the topics mentioned, we need to address who among the Islamic school staff is capable of discussing these topics. These are topics that academics and scholars struggle to explain, in addition to the lack of consensus on many of these matters.

Before these matters can be taught to adolescent Muslim youth, both rich content needs to be available for educators and a pedagogy for how to teach these issues. This requires a fair level of collaboration among teachers and subject matter experts.

Nabeel Hasan

January 17, 2018 at 4:04 PM

Muslim children in addition to everything Dr ElMasry has mentioned, need to be taught Islamic history as well. They need to know how the Khilafa was abolished in Turkey, they need to understand the colonial history and how much of every single Islamic country was under the grip of the European powers and how that caused an erosion of much of our literature, history, culture, language and overall identity of being Muslim and the concept of Ummah. However, with the minimizing of the globe through globalization, I think we have a unique opportunity to really get our children to link with the Ummah. Only then will we rid ourselves of the secular aspects of nation states and the blind faith we place on this aspect.

Fatima Ahmad

January 19, 2018 at 7:55 PM

-Logic/Mantiq- the basis for critical thinking, is NOT taught in public schools, or Islamic schools

–VERY important: the study and PRACTICE of Islamic Arts, the indifference to beauty is indifference to Allah, as one Islamic Arts professor put it very eloquently in his article, The Silent Theology of Islamic Arts. (a must read for us all).

-I agree with the above comment of Islamic History, Ottoman/ Moghul Empires.

May Allah help us in realizing these high aspirations!

February 12, 2018 at 3:58 PM

Completely agree.

January 17, 2018 at 2:47 PM

Thank you for this list; it’s helpful, and unfortunately not brought up nearly enough. I would add the importance of encouraging the three physical components of education that comes to us by way of hadith: teach your children swimming, horseback riding, and archery. There is benefit in other sports, but these have particular spiritual benefits that we can be assured are prophetic.

Another glaring problem in our curriculums is the lack of very good history books. I’d say Destiny Disrupted might be a good book for high schoolers, but the most important thing is understanding the roots and development of Western culture as well as the causes of decline of Muslim civilizations. It’s of critical importance that Muslims know at what point in history they stand, so that they may learn what it is they must do, bi’dnillah.

And Allah knows best.

January 18, 2018 at 10:35 AM

What about purification of the heart?

January 18, 2018 at 1:26 PM

I appreciate this effort of making the issues available for teaching contemporary Islam in schools for students who are in a panic state. More importantly, caliber muslim intellectual borad dealing worldwide islamic issues should be set up to tackle the burning problems in muslim world. Backwardness of muslims is the cost of lack in group efforts. And we muslims have ideas but these ideas grow and exhibit without utilisation. Unity is what ummah atfirst place represents for.

Usman Quraishi

January 18, 2018 at 3:39 PM

i think this is expecting too much from high school children. they should focus more on secular studies to get into good college and enhance their critical thinking skills. Nowadays, high school students have short attention span and are pretty immature

January 19, 2018 at 1:51 AM

And covering these topics from a young age might exactly be the solution to the problem you are stating.

Raadiya Shardow

January 29, 2018 at 11:52 PM

Not only is that statement offensive, it is false. You have no idea the capabilities and intellect of high school students when they actually put effort into it. Look at other programs across the country, AP and IB classes all have this amount of rigor or more. Why can’t the same bar be applied to a crucial subject like Islamic Studies? When we start dumbing down our future, we have already lost.

January 18, 2018 at 7:20 PM

Although these topics are truly important and relevant, I must assert the importance of instilling the basics of faith and understanding of the deen both intellectually and emotionally in children in much younger stages. Although we focus a lot on the youth, part of the problem is that children are growing up only knowing Islam as a list of requirements, words recited in Arabic, and a list of prohibitions. Someone who grows up armed with only the above, yet emotionally vested in non-Muslim cultural norms may not find it worthwhile to sort through the more complex “youth” topics.

Irfan Farooqui

January 20, 2018 at 11:59 PM

Masha-ALLAH the topics are very comprehensive. However along with them please provide the resources also.

January 23, 2018 at 10:06 AM

You have pulled out some points, which are really need in our education institutions, even, not only for Islamic school but also in Islamic state school. Unfortunately it is happening alter, i.e. our Islamic schools have been following basic schools curriculum as to be modern. My brother!! you made some valid points, these are very essential to guide our advance mature child. These should be the very first tuition to get through our child as a decent human being in this growing secular & nasty society. Hope for the best in future,,,may Allah help us to imply these all….

January 23, 2018 at 1:30 PM

They say that education is wasted on the young.

January 23, 2018 at 5:41 PM

Several points come to mind after reading this excellent post and the comments which follow it: 1. Many of the older Muslims in the U.S. were not born or brought up here, but our Muslim youth were born here and are being brought up in the United States. If we, as serious and caring Muslim adults, leaders, guides, and educators, truly want to prepare our youth to take pride in an identity which is often misunderstood, and which has been – especially recently – the subject of attack and concentrated misinformation, then we owe it to them to give them the wherewithal to do so. This very much includes the tackling of the post’s topics… and more. 2. This should not be considered a “fluffy, liberal” extra tacked on to traditional Islamic educations. It is absolutely critical that these issues be addressed head on, in an atmosphere which is non-judgmental and non-threatening. I have been in Islamic education for many years and have witnessed first-hand the disillusionment, sense of betrayal – and bewilderment our Muslim youth face at college and beyond after leaving the protected confines of their Islamic school and/or community. 3. It is NOT serving our Muslim youth, our Muslim Ummah, or even the future of Islam in the United States, to ignore these thorny issues. Bottom line: If they are not getting their answers from knowledgeable, conscientious, understanding adults, they most certainly WILL ask others! And they often don’t like the answers that they get. The Internet is a Pandora’s box of information, and misinformation. Shameful but true: American, anti-Muslim prejudice and discrimination is widespread. When we send our youth into such situations unarmed, uninformed, and/or under-informed, they SUFFER – a LOT!

Habib of LWR

January 23, 2018 at 7:40 PM

having worked a number of years with troubled youth and being a father of three I can assure you that the muslim youth that are insulated from reality due to over protective parents (this not exclusively an issue with muslim parents) who feel they are preparing children for adulthood are preparing them to venture out into the world (college for instance) ill-equipped and thoroughly enabled setting them up for the harsh reality that their peers are going to challenge them to think and question their belief system. College is not only a time to continue academic studies to earn a degree in a subject that will hopefully translate into paycheck, college is a time when the student is trying out being an adult and socializing with their peers. A time when they are full of idealism and really think they are able to change the world. if they are unprepared to meet the inevitable struggle that awaits them they will indeed be prey and the predator will be able to smell their vulnerability as soon as they walk in the room.

Rifat Islam

January 28, 2018 at 7:17 PM

I know another commenter has mentioned Mantiq/Logic but a science that’s both praised in the ancient and modern worlds is rhetoric and debate. Islamic high schools throughout the country have generally been absent from the state and national debate tournaments. Debating domestic and foreign policy trains them to think critically, argue fluently and persuasively, etc. So I highly encourage any Islamic high schools to register motivated students to their local debate tournaments.

April 24, 2019 at 7:02 PM

Mantiq is critical.

Maureen Newton

February 2, 2018 at 11:29 AM

Usman Quraishi has it in one. Education in Britain should be non religious. In Britain think British all are here to improve the country as a whole not be biased to a religious backwater.

November 16, 2018 at 7:47 AM

Thank you for your suggestions which I found very relevant and pertinent. The problem is now finding the right people and correct information to teach these topics. Could you recommend any books, online lectures, websites; which provide authentic knowledge on the topics you have listed. Any advice would be greatly appreciated. Thank you again. Warmest salams Uzma Jung

April 23, 2019 at 12:39 PM

I would appreciate if a lesson about “Sticking to the Jama’ah” would be added. Our youth tend to distance themselves from the Jama’ah and the Imam to the point to declare that there is no need to follow any person or any authority or institutional religion. Some of them later become disoriented and religious in their own way. This way often leads to all kinds of deviations and extremism. The Prophet sallallahu ‘alayhi wa sallam has informed us in the hadith of Hudhayfah radiallahu ‘anhu in which he said: “The people used to ask the Messenger of Allah sallallahu ‘alayhi wa sallam about the good, and I used to ask him about the evil out of fear that it would reach me.” So I asked the Messenger of Allah: “O Messenger of Allah, we were living in ignorance and evil, then Allah brought this good to us. So will there be any evil after this good?” He replied: “Yes.” I then asked: “Will there be any good after this evil?” He replied: “Yes, but it will be tainted.” So I asked: “What will be its taint?” He replied: “A people who guide others to other than my way, you will approve of some of their actions and disapprove of others.” I further enquired: “Then is there any evil after this good?” He said: “Yes! Callers at the gates of Hell – whoever responds to their call, they will be thrown into the fire.” I then said: “O Messenger of Allah! Describe them to us.” He said: “They will be from our people and speak our language.” I asked: “So what do you order me to do if that reaches me?” He said: “Stick to the Jama’ah (the united body) of the Muslims and their Imam (ruler).” I further asked: “What if they have neither Jama’ah or an Imam?” He said: “Then keep away from all those sects, even if you have to bite upon the roots of a tree, until death reaches you whilst you are in that state.” Related by al-Bukhari (no.7084) and Muslim (no.1847)

Farheen Khan

April 23, 2019 at 5:21 PM

I hate to disagree, but as someone with extensive experience in curriculum design as well as a mother of 2 high schoolers (a junior and a senior), this article shows a shocking lack of understanding in respect to educational psychology, child development, and general curriculum design. Most disheartening is the lack of understanding for the needs of high schoolers, especially seniors. At this point in their studies, the topics they study should be focused on action not theories. Especially as seniors on the cusp of entering the “real world”, they should be DOING not philosophizing. Of the 14 points mentioned in the article, only a few address the social issues that are inevitably faced by college students. The rest – philosophical. The emphasis needs to be shifted, drastically. Topics should be relevant, meaningful, and actionable from a student’s perspective. Additionally, students need to revisit topics periodically throughout their formative years. The idea presented that students should have completed their study of seerah, aqidah, fiqh, etc. by 7th grade might sound great in theory but not in reality. The changes that take place in a student morally, cognitively, physically, emotionally, etc. from 7th grade to 12th grade are astounding. There are also issues for implementing this schoolwide, which I will not get into on a FB post at the moment :) The solution: a spiral design curriculum, the reevaluation of student goals, and a more action-oriented pedagogical approach to achieving those objectives.

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