Dylan Chown

Teaching Strengths

Islamic Pedagogy
Culturally Responsive Pedagogy
Teacher Education and Islamic Teacher Education
Pedagogical Justice - Inclusion and diversity

Mr Dylan Chown

Lecturer

School of Education

College of Education, Behavioural and Social Sciences

Available For Media Comment.

Dylan Chown is a lecturer in the Centre for Islamic Thought and Education (CITE) in the School of Education at UniSA. His research focuses on teacher education, with emphasis on Islamic Pedagogy and Culturally and Religiously Responsive Pedagogy as well areas of inclusion and justice and school renewal. His PhD research focuses on the exploration Islamic pedagogy in practice, based on a case study of an Australian K-12 Islamic school. Dylan is also a member of UniSAs, Centre for Research in Educational and Social Inclusion, and the Pedagogies for Justice Research group. He is a co-editor of Islamic schooling in the West: Pathways to renewal (Palgrave MacMillan). In Dylan’ teaching, he coordinates courses in the Islamic Pedagogy specialisation (minor) within the Master of Teaching (secondary) and the Graduate Certificate in Education (Islamic Education).
Prior to joining UniSA, Dylan was a member of Faculty (Australian representative) in an International network of educators on the Islamic Teacher Education Program (ITEP), a ground breaking project of Razi Education (Canada/UAE), in collaboration with the University of Toronto. Dylan draws on over twenty years’ experience in education across roles of teacher, middle leader, principal, consultant, researcher and lecturer. In his own practice, he was recognised with teaching awards from ACHPER - secondary teacher award, and The Queensland College of Teachers (2016 Professor Betty Watts OBE Memorial Award) - Outstanding Contribution to Teaching (finalist).
Dylan is recognised for his leadership and engagement in communities and for the positive social impact of his work. He regularly presents at conferences, prominent events, schools, places of worship and in community, in relation to educational matters and greater understanding of Islam and Muslims for the promotion of social cohesion and positive shared futures. He is a member of the Port Adelaide Football Clubs’, Power Intercultural Program Steering Committee; a former advisory member of the Council of Imams Queensland (CIQ), as the key liaison between local Muslim and Aboriginal communities; and the former co-founder and co-manager of BlackBase – Youth Development and Mentoring Organisation (specialising in the delivery of Indigenous Games) under a prominent board of Brisbane Elders, receiving an award at the prestigious Premier Awards for Reconciliation.
Dylan holds a M.A. in Education (Leadership) from the National Centre of Excellence for Islamic Studies (NCEIS), Griffith University, with a research focus on the impact of educational leadership on the enactment of vision in an Australian Islamic school. He holds a B.Ed of Education from the Queensland University of Technology, with a double major in Physical Education and Health Education.

 

Memon, N.; Brifkani, I.;Chown, D. Fostering Faithful Praxis:Tracing Educators’ Affective TurningPoints in an Australian IslamicTeacher Education Program. Educ. Sci.2024, 14, 1110. https://doi.org/10.3390/educsci14101110.

Memon, N.A.; Abdalla, M.;Chown, D. Laying Foundations forIslamic Teacher Education. Educ. Sci.2024, 14, 1046. https://doi.org/10.3390/educsci14101046.

Abdalla, M., Memon, N., & Chown, D. (2023). Culturally responsive pedagogy and the Muslim learner: meaningful sources for optimal learning. In Culturally responsive pedagogy and the Muslim learner: meaningful sources for optimal learning. Routledge. https://doi.org/10.4324/9781003335719-6.

Memon, N. A., & Chown, D. (2023). Being responsive to Muslim learners: Australian educator perspectives. Teaching and Teacher Education, 133, 104279-. https://doi.org/10.1016/j.tate.2023.104279.

Chown, D. (2019). Culturally responsive pedagogy: respecting the diversity of learners studying Humanities and Social Science in EDS Price, D., Green, D. Making Humanities and Social Sciences Come Alive, Cambridge University Press, United Kingdom.

Abdalla, M., Chown, D., & Abdullah, M. (2018). Islamic Schooling in the West: Pathways to Renewal. Palgrave MacMillan.

Year Citation
2024 Memon, N., Abdalla, M., & Chown, D. (2024). Laying Foundations for Islamic teacher education. Education Sciences, 14(10, article no. 1046), 1-20.
DOI
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
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
2023 Memon, N. A., & Chown, D. (2023). Being responsive to Muslim learners: Australian educator perspectives. Teaching and Teacher Education, 133(104279), 1-8.
DOI
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 Scopus5 WoS4
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
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
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
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.
2017 Chown, D., & Alam, O. (2017). Towards authentic behaviour management models for Islamic schools - a framework synthesizing research. Islam and civilisational renewal, 7(2), 188-202.
2013 Chown, D. (2013). Tackling controversy in the classroom: the introduction of senior health education in an Islamic school context. Active & healthy magazine, 20(1), 14-17.

Year Citation
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
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
2021 Chown, D. (2021). A strength-based approach to religion and spirituality for Muslim learners in health and physical education. In N. A. Memon, M. Alhasmi, & M. Abdalla (Eds.), Source details - Title: Curriculum Renewal for Islamic Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools (pp. 125-152). US: Routledge.
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.
2019 Chown, D. (2019). Culturally responsive pedagogy: respecting the diversity of learners studying HASS. In D. Green, & D. Price (Eds.), Source details - Title: Making Humanities and Social Sciences Come Alive: Early Years and Primary Education (pp. 379-399). UK: Cambridge University Press.
DOI
2019 Chown, D. (2019). Culturally responsive pedagogy: respecting the diversity of learners studying Humanities and Social Science. In D. Green, & D. Price (Eds.), Source details - Title: Making humanities and social sciences come alive. Cambridge, United Kingdom: Cambridge University Press.
2018 Abdalla, M., Chown, D., & Abdullah, M. (2018). Conclusion. In Source details - Title: Islamic Schooling in the West: Pathways to Renewal (pp. 315-322). Cham, Switzerland: Palgrave Macmiullan.
DOI
2018 Abdalla, M., Chown, D., & Abdullah, M. (2018). Introduction - Islamic schooling in the West: pathways to renewal. In M. Abdallas, & D. Abdullah (Eds.), Source details - Title: Islamic schooling in the West: pathways to renewal (pp. 1-9). Switzerland: Palgrave Macmillan.
DOI
2017 Chown, D. (2017). Let's join in. In S. Dickens, M. Nemec, J. Bufferworth, D. Chown, T. Priest, & C. Hall (Eds.), Source details - Title: Health and Physical Education for the Australian Curriculum Years 7 & 8 (pp. 332-347). Australia: Cambridge University Press.
2016 Chown, D. (2016). You, me, we- valuing diversity and promoting inclusivity. In S. Dickens, M. Nemec, J. Bufferworth, D. Chown, T. Priest, & C. Hall (Eds.), Source details - Title: Health and Physical Education for the Australian Curriculum Years 7 & 8 (pp. 174-191). Australia: Cambridge University Press.
2016 Chown, D. (2016). Where do games come from?. In S. Dickens, M. Nemec, J. Bufferworth, D. Chown, T. Priest, & C. Hall (Eds.), Source details - Title: Health and Physical Education for the Australian Curriculum Years 7 & 8 (pp. 284-304). Australia: Cambridge University Press.

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

Courses I teach

  • EDUC 5263 Islamic Pedagogy: Quality Teaching and Learning (2025)
  • EDUC 5280 Islamic Pedagogy: Managing Learning Environments (2025)
  • SCEDC 90011 Islamic Pedagogy: Distinctive Educational Practice for Islamic Schools SC (2025)
  • EDUC 5263 Islamic Pedagogy: Quality Teaching and Learning (2024)
  • EDUC 5280 Islamic Pedagogy: Managing Learning Environments (2024)
  • SCEDC 90011 Islamic Pedagogy: Distinctive Educational Practice for Islamic Schools SC (2024)

Programs I'm associated with

  • MCIM - Graduate Certificate in Education (Islamic Education)
  • MMET - Master of Teaching

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