Reading Between the Lines: A Critical Analysis of English-Language Texts on Islamic Education

Uza atthahirah; Tomy Wijaya; Idham Kholid; Fachrul Ghazi; Oki Dermawan

doi:10.58230/edutech.v4i2.166

Authors

Uza atthahirah Universitas Islam Negeri Raden Intan Lampung
Tomy Wijaya Universitas Islam Negeri Raden Intan Lampung
Idham Kholid Universitas Islam Negeri Raden Intan Lampung
Fachrul Ghazi Universitas Islam Negeri Raden Intan Lampung
Oki Dermawan Universitas Islam Negeri Raden Intan Lampung

DOI:

https://doi.org/10.58230/edutech.v4i2.166

Keywords:

Islamic Education, Critical Reading, Systematic Literature Review, Representation

Abstract

This systematic literature review (SLR) of 23 texts published in 2021–2026, titled “Reading Between the Lines: A Critical Analysis of English-Language Texts on Islamic Education”, asks who speaks, how Islamic education is framed, how key concepts are translated, and what remains invisible. We located texts through a web-based search, screened them against explicit criteria, and synthesized them thematically, using PRISMA 2020 for reporting. Five themes emerge: concentrated production in English, outsider framings, insider texts that are not bias-free, disputed translation of tarbiyah, and three forms of absence. The review concludes that English-language texts should be read as discourse, and proposes five questions for critical reading. Its contribution is a thematic synthesis, a distinction between three forms of absence (topic, voice, meaning), and five guiding questions that remain untested. The findings are limited by a small corpus, a web-based search, a single reviewer, and abstract-level reading of 22 of the 23 texts.

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