Literature-Based Character Development & 
\nIslamic Children’s Fiction: A Study with 
\nAmerican Muslim Children, American 
\nMuslim Writers and Middle Eastern Muslim 
\nChildren

This study was an investigation of whether Islamic children’s literature could empower 
\nchildren’s personal, social and spiritual understanding. The research question was further 
\ndelineated into three objectives
\na. What is Islamic children’s fiction?
\nb. To what extent does current Islamic children’s literature contribute to this through 
\nunderstanding the motives and purposes of those who wrote it?
\nc. What insight can we draw from social/moral/multicultural education?
\nThis study arose from an awareness and concern for individual, community and global 
\nharmony. The promulgation of human kindness and consideration is essential in order to 
\nrespect the rights of all individuals. If children can recognise the fundamentals of human 
\nrights and understand that human rights are inviolable for themselves and for others, then 
\nthey are in a much stronger and more informed position to contribute to and create a better 
\nworld. 
\nThe initial focus group for this study was Islamic school children in Western lands and 
\nWestern Islamic writers. As a result the reconnaissance phase was conducted in the USA with 
\nMuslim children. However, the research was later moved to the Middle East. Although the 
\nMiddle Eastern children like the American children were a homologous group in the sense 
\nthat they were all Muslim, they were also a heterologous group because of their parent’s 
\ndiverse national origins. Since the study sought to determine whether Islamic children’s 
\nfiction could empower Muslim children to change their negative behaviour the study did not 
\nalter from its initial focus despite the change of geographical location. However, the 
\ngeographical location did create a difference because of some cultural behaviours and 
\nattitudes in the Middle East being different to those in America.
\nAs this study was initially concerned with literature-based character development in Western 
\nIslamic school settings, Western Muslim writers constituted the focus group. The motives and 
\npurposes of the writers had relevance for the Western Muslim child mostly in terms of sense 
\nof place, visibility, positive identity and bibliotherapy. These elements were also transferable 
\nto the Middle Eastern child especially those who were marginalised through having different 
\nnationality.
\nThe methodological approach for the study utilized action research. Action research was 
\nconducted with female Muslim children aged between eight and ten. A baseline assessment 
\nwas conducted using a questionnaire. A cycle of specifically written stories were used to 
\nengage thought and discussion on oppression and empowerment. Data was gathered through 
\npupils’ work, parent questionnaires, field notes, interviews and observations. In addition 
\nteachable moments were reflected on and carpet discussions were held daily to encourage
\nfamiliarisation and application of the terms ‘right thought’, ‘right speech’, ‘right action’ and 
\n‘wrong thought’, ‘wrong speech’ and ‘wrong action’. It was found that a combination of 
\nthese interventions allowed most students to develop their personal, social and spiritual understanding.
\nThe methodological approach for the second objective used life story methodology. Six 
\nwriters from the USA, one writer from Canada and one from the UK took part in the study 
\nand responded to various questions about their lives. The responses illuminated interesting 
\npoints about the development of Islamic children’s fiction and its purpose. This study also 
\nfocused on what insight could be drawn from social / moral / multicultural education. As a 
\nresult this study has introduced a new term, qissa-ihsan or biblioihsan which is 
\ncomplementary to bibliotherapy and aligned to the personal, social and spiritual development 
\nof Muslim children. The concept of qissa-ihsan or biblioihsan was formed as a means of 
\nempowering Muslim children who are suffering difficulty and hardship. 
\nFinally, in the absence of a theory that promotes an Islamic Weltanschauung, Islamic Critical 
\nTheory was adapted from Critical Theory to give an Islamic worldview. This was developed 
\nusing Horkheimer’s three criteria definition of a critical theory. It can be argued that Islamic 
\nCritical Theory is a new theory in as much as textbooks on theories do not include it. This 
\nstudy outlines the characteristics of Islamic Critical Theory showing Islam has an 
\nemancipatory proclivity and ties these to give historic origins dating to the re-emergence of 
\nthe Islamic message in the Arabian Peninsula. Islamic Critical Theory was used to underpin 
\nthis study.

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