Nadeem Memon

APrf Nadeem Memon

Associate Professor

School of Education

College of Education, Behavioural and Social Sciences

Eligible to supervise Masters and PhD - email supervisor to discuss availability.

Dr. Nadeem Memon is an Associate Professor at the Centre for Islamic Thought and Education (CITE) at the University of South Australia (UniSA). At CITE/UniSA, Nadeem serves as a Curriculum Advisor for the Graduate Certificate in Education (Islamic Education), the first online graduate education program for educators in Islamic schools globally.
His research focuses on teacher education with particular emphasis on Islamic Pedagogy, comparative faith-based schooling, philosophy of religious education, and culturally responsive pedagogy. In his research program, Nadeem is a Chief Investigator on an Australian Research Council (ARC) Discovery Grant (2022-2025) on Culturally Responsive Schooling. He also leads a monthly reading group on Faith-Based Pedagogies with educators and academics from various religious traditions and religious orientations.
Some of his notable publications include a sole authored book entitled: A History of Islamic Schooling in North America: Mapping Growth and Evolution (Routledge, 2020) and four co-edited books:
(1) Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools (Routledge, 2021);
(2) Teacher Training and Education in the GCC: Unpacking the Complexities and Challenges of Internationalising Educational Contexts (Routledge, 2021);
(3) Philosophies of Islamic Education: Historical Perspectives and Emerging Discourses (Routledge, 2016);
(4) Discipline, Devotion, and Dissent: Jewish, Catholic, and Islamic Schooling in Canada (Wilfrid Laurier University Press, 2013).
In support of Islamic schooling, Nadeem serves the Board Chair for the Islamic Schools League of America (ISLA), member of Yaqeen’s Institute’s Curriculum Advisory Board; member of the Global Association of Islamic School’s conference committee; member of University of Cambridge’s Cambridge Dialogues on Rethinking Islamic Education and a consultant on Qatar Foundation’s Usul Education Framework.
Prior to joining UniSA, Nadeem was the Director of Education at Razi Education where he spearheaded the design and implementation of a groundbreaking online teacher certificate program, the Islamic Teacher Education Program (ITEP), in collaboration with the University of Toronto. Nadeem holds a PhD in Theory and Policy Studies in Education from the Ontario Institute for Studies in Education (OISE) at the University of Toronto, Canada. He currently lives in Adelaide, Australia with his wife and son.  

Year Citation
2026 Memon, N. A., Abdalla, M., Chown, D., & Doukmak, N. (2026). Critical dilemmas in leading whole school renewal in an Australian Islamic school. International Journal of Leadership in Education, 25 pages.
DOI
2026 Davids, N., Simba, P., Metz, T., Horsthemke, K., Noaparast, K. B., Faruque, M. U., . . . Jackson, L. (2026). Philosophy of education as pluriversal: Opening the dialogues. EDUCATIONAL PHILOSOPHY AND THEORY, 17 pages.
DOI
2025 AL Siyabi, M., Sisson, J., Whitington, V., Memon, N., & Harris, P. (2025). Educators co-constructing religiously responsive pedagogies with Muslim children and families. Journal of Research in Childhood Education, 39(2), 384-397.
DOI
2024 Memon, N., Abdalla, M., & Chown, D. (2024). Laying Foundations for Islamic teacher education. Education Sciences, 14(10, article no. 1046), 1-20.
DOI Scopus9 WoS7
2024 Memon, N., Brifkani, I., & Chown, D. (2024). Fostering faithful praxis: tracing educators' affective turning points in an Australian Islamic teacher education program. Education Sciences, 14(10, article no. 1110), 1-15.
DOI Scopus1 WoS1
2024 Memon, N. A., & Chanicka, J. (2024). When religion intersects equity and inclusion: Muslim educator affective responses in Ontario public schools. Pedagogy, Culture and Society, 32(2), 535-552.
DOI Scopus7 WoS6
2024 Schulz, S., Rigney, L. -I., Zembylas, M., Hattam, R., & Memon, N. (2024). Affect and the force of counter stories: learning racial literacy through thinking and feeling. Pedagogy Culture and Society, 32(5), 1307-1324.
DOI Scopus12 WoS12
2024 Maher, K., Rigney, L. I., King, M., Garrett, R., Windle, J., Memon, N., . . . Hattam, R. (2024). Curriculum, democracy and pedagogies for justice: a collective futures dialogue. Curriculum Perspectives, 44(2), 105-119.
DOI Scopus7
2023 Memon, N., Schulz, S., Kelly, S., & Chown, D. (2023). Schools, religion, and affect: unpacking Australian educator discomfort. Asia-Pacific Journal of Teacher Education, 51(3), 266-282.
DOI Scopus6 WoS5
2023 Alkouatli, C., Memon, N., Chown, D., & Sai, Y. (2023). Something more beautiful educational and epistemic integrations beyond inequities in Muslim-minority contexts. Journal for Multicultural Education, 17(4), 406-418.
DOI Scopus3 WoS2
2023 Memon, N. A., & Chown, D. (2023). Being responsive to Muslim learners: Australian educator perspectives. Teaching and Teacher Education, 133(104279), 1-8.
DOI Scopus7 WoS3
2022 Abdalla, M., Chown, D., & Memon, N. (2022). Islamic studies in Australian Islamic schools: educator voice. Journal of Religious Education, 70(1), 25-42.
DOI WoS5
2021 Memon, A. N., Chown, D., & Alkouatli, C. (2021). Descriptions and enactments of Islamic pedagogy: reflections of alumni from an Islamic Teacher Education Programme. Pedagogy, Culture & Society, 29(4), 631-649.
DOI Scopus14 WoS11
2021 Memon, N. A., & Abdalla, M. (2021). Introduction. Curriculum Renewal for Islamic Education Critical Perspectives on Teaching Islam in Primary and Secondary Schools, 1-14.
Scopus1
2020 Abdalla, M., Chown, D., & Memon, N. (2020). Islamic studies in Australian Islamic schools: learner voice. Religions, Special Issue: Contemporary Critical Perspectives on Islamic Education, 11(8, article no. 404), 1-15.
DOI Scopus15 WoS12
2020 Price, D., Green, D., Memon, N., & Chown, D. (2020). Richness of complexity within diversity: educational engagement and achievement of diverse learners through culturally responsive pedagogies. The Social Educator, 38(1), 42-53.
2020 Niyozov, S., & Memon, N. (2020). Introduction to special issue: Contemporary critical perspectives on islamic education. Religions, 11(12, article no. 672), 1-3.
DOI
2019 Memon, N. A. (2019). The condemnation of pride and self-admiration: book XXIX of the revival of the religious sciences (<i>Ihya' ulum al-din</i>). BRITISH JOURNAL OF RELIGIOUS EDUCATION, 41(1), 119-120.
DOI
2012 McDonough, G. P., Memon, N. A., & Mintz, A. I. (2012). Introduction. Discipline Devotion and Dissent Jewish Catholic and Islamic Schooling in Canada, 1-21.
2011 Niyozov, S., & Memon, N. (2011). Islamic education and Islamization: evolution of themes, continuities and new directions. Journal of Muslim minority affairs, 31(1), 5-30.
DOI Scopus52 WoS38
2011 Memon, N. (2011). What Islamic school teachers want: towards developing an Islamic teacher education programme. British journal of religious education, 33(3), 285-298.
DOI Scopus38 WoS26
2010 Memon, N. (2010). Social consciousness in Canadian Islamic schools?. Journal of international migration and integration, 11(1), 109-117.
DOI Scopus12 WoS8
2007 Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N., & Yashkina, A. (2007). Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System. LEADERSHIP AND POLICY IN SCHOOLS, 6(1), 37-67.
DOI WoS197

Year Citation
2025 Abdalla, M., Memon, N., & Chown, D. (2025). Wellbeing in Islamic schools nurturing the mind, body and soul. Switzerland: Palgrave Macmillan.
DOI
2021 Memon, N. A., Alhashmi, M., & Abdalla, M. (Eds.) (2021). Curriculum renewal for Islamic education: critical perspectives on teaching Islam in primary and secondary schools. US: Taylor and Francis.
DOI Scopus11
2021 Memon, N. A., Alhashmi, M., & Abdalla, M. (Eds.) (2021). Curriculum renewal for Islamic education: critical perspectives on teaching Islam in primary and secondary schools. US: Taylor and Francis.
DOI Scopus11
2021 Bakali, N., & Memon, N. A. (2021). Teacher Training and Education in the GCC: Unpacking the Complexities and Challenges of Internationalizing Educational Contexts.
2021 Bakali, N., & Memon, N. A. (2021). Teacher Training and Education in the GCC: Unpacking the Complexities and Challenges of Internationalizing Educational Contexts.
2019 Memon, N. A. (2019). A history of Islamic schooling in North America: mapping growth and evolution. US: Routledge.
DOI Scopus13
2016 Memon, N. A., & Zaman, M. (Eds.) (2016). Philosophies of Islamic education: historical perspectives and emerging discourses. US: Routledge.
DOI Scopus16
2016 Memon, N. A., & Zaman, M. (Eds.) (2016). Philosophies of Islamic education: historical perspectives and emerging discourses. US: Routledge.
DOI Scopus16
2013 McDonough, G. P., Memon, N. A., & Mintz, A. I. (Eds.) (2013). Discipline devotion and dissent: Jewish, Catholic, and Islamic schooling in Canada. Canada: Wilfrid Laurier University Press.
Scopus5
2013 McDonough, G. P., Memon, N. A., & Mintz, A. I. (Eds.) (2013). Discipline devotion and dissent: Jewish, Catholic, and Islamic schooling in Canada. Canada: Wilfrid Laurier University Press.
Scopus5

Year Citation
2025 Abdalla, M., & Memon, N. (2025). Conclusion. In M. Abdalla, N. Memon, & D. Chown (Eds.), Source details - Title: Wellbeing in Islamic Schools: Nurturing the Mind, Body and Soul (pp. 281-286). Switzerland AG 2024: Palgrave Macmillan.
DOI
2025 Abdalla, M., Memon, N., & Chown, D. (2025). Introduction - Wellbeing in Islamic Schools: Nurturing the Mind, Body and Soul. In M. Abdalla, N. Memon, & D. Chown (Eds.), Source details - Title: Wellbeing in Islamic Schools: Nurturing the Mind, Body and Soul (pp. 1-14). Switzerland: Palgrave Macmillan.
DOI
2025 Abdalla, M., Memon, N., & Chown, D. (2025). Introduction. In Wellbeing in Islamic Schools Nurturing the Mind Body and Soul (pp. 1-14).
DOI
2024 Chown, D., Memon, N. A., & Ahmed, A. (2024). Culturally and religiously responsive pedagogy: a case study of enabling pedagogy for superdiverse Australian classrooms. In D. Green, & D. Price (Eds.), Source details - Title: Teaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education (pp. 75-91). UK: Cambridge University Press.
DOI
2023 Abdalla, M., Memon, N., & Chown, D. (2023). Culturally responsive pedagogy and the Muslim learner: meaningful sources for optimal learning. In L. -I. Rigney (Ed.), Source details - Title: Global Perspectives and New Challenges in Culturally Responsive Pedagogies: Super-diversity and Teaching Practice (pp. 50-60). UK: Routledge.
DOI
2023 Ahmed, A., & Memon, N. (2023). SHEIKH ABDALLA IDRIS: A Pioneer of Islamic Schools in Canada. In Great Muslim Leaders Lessons for Education (pp. 163-171). Emerald Publishing Limited.
DOI Scopus1
2021 Bakali, N., & Memon, N. A. (2021). Introduction: GCC Teacher Education: Mapping Challenges and Complexities. In Teacher Training and Education in the Gcc Unpacking the Complexities and Challenges of Internationalizing Educational Contexts (pp. xi-xix).
Scopus1
2021 Memon, N. A. (2021). Islamic pedagogy for Islamic schools. In Source details - Title: Oxford Research Encyclopedias (pp. 1-14). UK: Oxford University Press.
2021 Memon, N. A., & Abdalla, M. (2021). Introduction - Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools. In N. A. Memon, M. Alhashmi, & M. Abdalla (Eds.), Source details - Title: Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools (pp. 1-14). US: Taylor and Francis.
2021 Memon, N., Price, D., Green, D., & Chown, D. (2021). Stimulating high intellectual challenge through culturally responsive pedagogy: United Arab Emirates educator perspectives. In N. NBakali, & N. A. Memon (Eds.), Source details - Title: Teacher Training and Education in the GCC: Unpacking the Complexities and Challenges of Internationalizing Educational Contexts (pp. 179-195). UK: Lexington Books.
Scopus1
2020 Memon, N. A. (2020). Potential and Possibilities of Islamic Schooling in North America Conclusion. In HISTORY OF ISLAMIC SCHOOLING IN NORTH AMERICA: MAPPING GROWTH AND EVOLUTION (pp. 201-212). ROUTLEDGE.
2020 Memon, N. A. (2020). Context of Islamic Schooling in North America Introduction. In HISTORY OF ISLAMIC SCHOOLING IN NORTH AMERICA: MAPPING GROWTH AND EVOLUTION (pp. 1-34). ROUTLEDGE.
2020 Memon, N. A. (2020). Protest Resistance and Renewal: Schooling in the Nation of Islam. In HISTORY OF ISLAMIC SCHOOLING IN NORTH AMERICA: MAPPING GROWTH AND EVOLUTION (pp. 35-65). ROUTLEDGE.
2020 Memon, N. A. (2020). Preservation Preserving Islamic Identity: Indigenous and Immigrant Muslim Educators Meet. In HISTORY OF ISLAMIC SCHOOLING IN NORTH AMERICA: MAPPING GROWTH AND EVOLUTION (pp. 66-111). ROUTLEDGE.
2020 Memon, N. A. (2020). Praxis Reviving the Tradition of Learning and Teaching in Islam. In HISTORY OF ISLAMIC SCHOOLING IN NORTH AMERICA: MAPPING GROWTH AND EVOLUTION (pp. 161-200). ROUTLEDGE.
2020 Memon, N. A. (2020). Pedagogy Models of Islamic Schooling Emerge. In HISTORY OF ISLAMIC SCHOOLING IN NORTH AMERICA: MAPPING GROWTH AND EVOLUTION (pp. 112-160). ROUTLEDGE.
WoS1
2018 Memon, N. A., & Alhashmi, M. (2018). Islamic pedagogy: Potential and perspective. In M. Abdallas, & D. Abdullah (Eds.), Source details - Title: Islamic schooling in the West: pathways to renewal (pp. 169-194). Cham. Switzerland: Palgrave Macmillan.
DOI Scopus22
2018 Memon, N. (2018). Islamic education in the United States. In H. Daun, & R. Arjmand (Eds.), Source details - Title: Handbook of Islamic Education. International Handbooks of Religion and Education (pp. 915-928). Switzerland: Springer.
DOI
2016 Memon, N. A. (2016). Diverse communities, divergent aspirations? Islamic schooling in the West. In M. Zaman, & N. A. Memon (Eds.), Source details - Title: Philosophies of Islamic education: historical perspectives and emerging discourses (pp. 145-158). UK: Routledge.
DOI
2016 Memon, N. A. (2016). Diverse Communities, Divergent Aspirations? Islamic Schooling in the West. In N. A. Memon, & M. Zaman (Eds.), PHILOSOPHIES OF ISLAMIC EDUCATION: HISTORICAL PERSPECTIVES AND EMERGING DISCOURSES (pp. 144-158). ROUTLEDGE.
WoS6
2016 Memon, N. A. (2016). Diverse communities, divergent aspirations? Islamic schooling in the West. In Philosophies of Islamic Education Historical Perspectives and Emerging Discourses (pp. 145-158).
DOI Scopus5
2012 Memon, N. A. (2012). Between immigrating and integrating: the challenge of defining an Islamic pedagogy in Canadian Islamic schools. In G. P. McDonough, N. A. Memon, & A. I. Mintz (Eds.), Source details - Title: Discipline, devotion, and dissent: Jewish, Catholic, and Islamic schooling in Canada (pp. 73-97). Canada: Wilfrid Laurier University Press.
Scopus7
2012 Memon, N. (2012). From mosques to madrassas: civic engagement and the pedagogy of Islamic schools. In J. Zine (Ed.), Source details - Title: Islam in the hinterlands: Muslim cultural politics in Canada (pp. 185-207). Canada: UBC Press.
2008 Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N., & Yashkina, A. (2008). Distributing leadership to make schools smarter: taking the ego out of the system. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Source details - Title: Distributed leadership according to the evidence (pp. 223-252). UK: Routledge.
DOI Scopus22

  • Malek Fahd Islamic School Review, Malek Fahd Islamic School Limited, 29/05/2025 - 31/07/2025

Courses I teach

  • SCEDC 90011 Islamic Pedagogy: Distinctive Educational Practice for Islamic Schools SC (2025)
  • EDUC 5279 Islamic Pedagogy: Critical Perspectives on Curriculum, Pedagogy and Assessment (2024)
  • SCEDC 90011 Islamic Pedagogy: Distinctive Educational Practice for Islamic Schools SC (2024)
  • SCEDC 90012 Curriculum Renewal for Islamic Schools SC (2024)

Date Role Research Topic Program Degree Type Student Load Student Name
2025 Co-Supervisor Challenging Epistemological Coloniality through a Taymiyyan Framework and an Ecology of Knowledges for an Islamic Pedagogy of Liberation - Doctorate Part Time Mr Moustafa Chehade
2024 Principal Supervisor A Critical Ethnography of Australian Islamic School Educators engaging with Islamic Te4acher Education - Doctorate Part Time Mr Abrahim Mohammed Saeed Ibrahim Al-Zubeidi
2024 Co-Supervisor Character Education in the Islamic Tradition and Its Implementation in Australian Primary and Secondary Islamic Schools - Doctorate Part Time Mr Ali Arabaci
2022 Co-Supervisor Weaving affective awareness and culturally responsive pedagogy: an ethnography of teachers in super diverse Australian classrooms - Doctorate Full Time Miss Mikayla King
2020 Principal Supervisor The development of the well-being, the social emotional and social skills of our Muslim adolescents living in Australia should become a goal of our education Islamic systems. - Doctorate Part Time Mrs Mafaz Al Safi
2018 Principal Supervisor Abu Dhabi education reform cultural social and educational factors influencing the reform - Doctorate Part Time Ms Carolyn Jane Mccosh
2018 Co-Supervisor Examining the emergence of Islamic Pedagogy in Australian Islamic Schools with implications for renewal. - Doctorate Part Time Mr Dylan Chown
2018 Principal Supervisor Muslim millenials in Islamic school leadership: factors impacting experiences and expectations - Doctorate Part Time Ms Evla Han

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