Thoughts in the Third Space

Thoughts in the Third Space is the official blog space of IIIT, the International Institute of Islamic Thought. The purpose of this page is to share experts and stakeholders’ views on education policy reform, pressing issues, and best solutions they propose. These contributors may include policy advisers, governmental officials, academics, teachers, and parents.

We are seeking 500-900 word blog entries which can be written as op-ed style by scholars, practitioners,  and or students who reflect on the impact of their own work or others in education.  Of particular interest are entries discussing how education policies may lead and empower for transformation. Specialists in other areas outside of education policy are also welcome to submit pieces such as on pedagogy, curriculum, governance and leadership, as well as assessment and evaluation among others.

If you’re interested in submitting an entry, please email with a Word version of your blog post as well as a brief bio with your name, organizational affiliation, and areas of interest within holistic education reform. If you are part of an organization but your writing is representing your own views, please specify that as well. Please click here for an example.

Thoughts in the Third Space

The observations and conclusions below represent the authors’ own personal views and experiences, not the organization’s.

“Children can be philosophers too”

Between Theory and Travel Talk

Loyola University Student Contributions

As part of its continuous effort to exchange ideas and collaborate, AEMS policy team partnered with Dr. Tavis Jules who teaches Introduction to Educational Policy and Practice at the Department of Cultural and Educational Policy Studies at Loyola University in Chicago. Starting in Fall, 2019, students enrolled in this graduate course were assigned to submit a blog post on one of the below policy prompts:

1.       If you were to propose plans for policy changes to advance education in Muslim societies and developing countries which area/s would you address first and why?

2.       When looking at the curriculum of a specific country, what are the specific changes in policy guidelines you think are necessary to promote 21st century skills?

3.       What are the best ways to incorporate religious education into the curriculum in a way that is compatible with 21st century skills, and which policy changes would be necessary to achieve this?

4.       Can you identify successful case studies (in Muslim societies or others) where a policy or policies promoting values-based education are directly contributing to improvements in human development?

The best and most relevant submissions have been selected in Fall 2019 and Fall 2020. Those Thoughts in the Third Space student blogs are accessible below.

The observations and conclusions of each blog represent the authors’ own personal views and experiences, not the organization’s.

Fall 2020

No Good Options: Kyrgyzstan’s Children of Migrant Laborers

The Benefits to Cooperative Learning in Algerian Public Schools

Implementing Values-Based Education in Muslim Societies

Fall 2019

Rethinking Education in Muslim Societies

Aligning “Educational Means” to “Societal Ends”

Contribution of Values Based Education To Improvements In Human Development

What foreign investment means for Islamic education in Albania

Specific Changes in Policy Guidelines to Promote 21st Century Skills