Reimagining English Studies through Islamization: An Examination of Cultural and Institutional Challenges in Two Private Islamic Universities in Bangladesh

Abstract

This study examines the Islamization of English Language and Literature (IOELL) in two private Islamic universities in Bangladesh, highlighting the cultural, institutional, and sociopolitical challenges of reimagining a historically Western, secular-oriented discipline. Drawing on in-depth interviews with faculty, students, and policymakers, as well as institutional documents, the research investigates how Islamic ethics are integrated into curricula, pedagogy, and institutional strategies. Findings reveal contrasting approaches: Islamic University-I (IU-I) implements a structured, systematic Islamization framework, linking Western literature to Islamic ethics and emphasizing moral reflection, whereas Islamic University-II (IU-II) adopts a more flexible approach, granting faculty greater autonomy but resulting in uneven depth and consistency in integration. Both universities, however, confront multiple challenges, including divergent conceptions and ambiguities of Islamization, epistemic and curricular tensions between the Western canon and Islamic values, and selective integration of Islamic content across courses. Classroom practices entail continuous pedagogical negotiation, while institutional and sociopolitical forces—regulatory constraints, limited autonomy from the University Grants Commission (UGC) and Education Ministry, politicized secularization, and policy volatility—shape implementation capacity. Further challenges include Islamically oriented faculty shortages and governance limitations. The study highlights the interaction of curriculum, pedagogy, institutional policy, and sociopolitical context in embedding Islamic epistemologies within English education in Muslim-majority settings