Post-conversion religious education in Australia: A case study of Dandenong Emir Sultan Mosque
Australian Journal of Adult Learning, cilt.66, sa.2, ss.256-282, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 66 Sayı: 2
- Basım Tarihi: 2026
- Dergi Adı: Australian Journal of Adult Learning
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO)
- Sayfa Sayıları: ss.256-282
- Anahtar Kelimeler: adult learning, Australia, conversion to Islam, mosque-based learning, Muslim converts, religious education
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
This study examines post-conversion religious education among adults who embrace Islam in Australia through a qualitative case study of Dandenong Emir Sultan Mosque. Semi-structured written interviews with ten Muslim converts and one mosque imam were analysed thematically to explore religious learning needs, identity reconstruction, family relationships, community belonging and experiences of mosque-based support. Adult learning, transformative learning and cultural inclusion informed the interpretation of the data. Findings indicate that post-conversion learning extends beyond acquiring basic religious knowledge and ritual practice. Participants valued individualised guidance, opportunities to ask questions without judgement, experiential learning, mentoring, culturally accessible mosque environments and sustained community participation. Challenges included family tensions, social isolation, linguistic and cultural barriers, and the absence of a systematic pathway for supporting new Muslims. Drawing on these findings, the study proposes a seven-component conceptual framework for convert-centred mosque-based religious education comprising needs assessment, staged learning, mentoring, psychosocial guidance, cultural inclusion, community participation and ongoing follow-up. The framework is case-derived and requires further testing in other mosque and community contexts.