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This research explores the interplay of social memory, identity, and social solidarity in the Muslim community in Thailand. The research uses an exploratory sequential mixed-method design. First, a total of 150 participants were involved in the quantitative approach which obtained through an online survey and Structural Equation Modeling (SEM) to test the research hypotheses. The second stage involved interviews with fithteen Muslim community leaders to investigate how individual and collective practices contribute to preserving the community's identity, tolerance and social memory. The findings reveal that social solidarity, reflected in mosque gatherings, cultural events, mutual support systems, and collective economic initiatives, is crucial in preserving tolerance, social memory and reinforcing communal identity. Solitary religious practices, like prayer and reflection, enhanced individual connections to the community's history, while participation in communal activities strengthened shared identity. The Muslim community leaders identified the mosque as a religious centre and a hub for transmitting historical knowledge and fostering religious moderation and social cohesion. This result extending the understanding of how social memory and identity are maintained in Thai Muslim communities, particularly minority groups like Phu Khao Thong. Particularly in light of modernisation and evolving socio-economic conditions globally.
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Copyright (c) 2025 Yaoping Liu, Chatchai Rakthin, Langgeng Budianto
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References
Aderibigbe, S. A., Idriz, M., Alzouebi, K., AlOthman, H., Hamdi, W. B., & Companioni, A. A. (2023). Fostering tolerance and respect for diversity through the fundamentals of Islamic education. Religions, 14(2), 212. https://doi.org/10.3390/rel14020212
DOI: https://doi.org/10.3390/rel14020212Andriansyah, Y. (2024). Humanitarian aid from the Islamic mass organizations in Indonesia to Palestine. Millah: Journal of Religious Studies, 23(2), xiv-xxiv. https://doi.org/10.20885/millah.vol23.iss2.editorial
DOI: https://doi.org/10.20885/millah.vol23.iss2.editorialBahri, T. R. N. (2012). Understanding Islamic moderation: The Wasatiyya imperative. Counter Terrorist Trend and Analyses, 4(9), 18-20. https://www.jstor.org/stable/26351088
Bowling, R. L. (2022). Religious literacy and interfaith cooperation: Toward a common understanding. Religious Education, 117(1), 4–18. https://doi.org/10.1080/00344087.2021.1983286
DOI: https://doi.org/10.1080/00344087.2021.1983286Chotimah, C., Qudsy, S. Z., & Yusuf, M. (2024). Superficial implementation of religious moderation in Islamic educational management. Cogent Education, 12(1), 2442235. https://doi.org/10.1080/2331186X.2024.2442235
DOI: https://doi.org/10.1080/2331186X.2024.2442235Chua, G., Ang, S., & Tan, S. Bin. (2024). More than ‘minority’: Social tolerance and youth wellbeing at the intersection of ethnicity and neighbourhood segregation. Health & Place, 88, 103252. https://doi.org/10.1016/j.healthplace.2024.103252
DOI: https://doi.org/10.1016/j.healthplace.2024.103252Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (Sixth edition). SAGE Publications, Inc.
Dibaba, A. T. (2021). Lake Qooqa as a narrative: Finding Meanings in social memory (A narrative inquiry), Humanities, 10(2), 77. https://doi.org/10.3390/h10020077
DOI: https://doi.org/10.3390/h10020077Faisal, A., Pabbajah, M., Abdullah, I., Muhammad, N. E., & Rusli, M. (2022). Strengthening religious moderatism through the traditional authority of kiai in Indonesia, Cogent Social Sciences, 8(1), 2150450. https://doi.org/10.1080/23311886.2022.2150450
DOI: https://doi.org/10.1080/23311886.2022.2150450Fielder, B. & Ezzy, D. (2023). Religious freedom for whom? How conservative Christianity erodes the religious freedom of those it seeks to discriminate against. Australian Journal of Political Science, 59(1), 93–108. https://doi.org/10.1080/10361146.2023.2283005
DOI: https://doi.org/10.1080/10361146.2023.2283005Fonseca, L., & Jovchelovitch, S. (2024). The long hard road of reconciliation: Prefiguring cultures of peace through the transformation of representations of former combatants and identities of urban youth in Colombia. European Journal of Social Psychology, 54(1), 1–16. https://doi.org/10.1002/ejsp.2967
DOI: https://doi.org/10.1002/ejsp.2967Hair, J. F., Black, W. C., Babin, B.J., & Anderson, R. E. (2019). Multivariate data analysis (8th edition). Cengage Learning EMEA.
Hanafi, Y., Saefi, M., Ikhsan, M. A., Diyana, T. N., Ahsanuddin, M., Alfan, M., Yani, M. T., Hazin, M., Chamidah, D., & Mustakim, S. S. (2024). Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective. British Journal of Religious Education, 1–14. https://doi.org/10.1080/01416200.2024.2427303
DOI: https://doi.org/10.1080/01416200.2024.2427303Hasan, K. & Juhannis, H. (2024). Religious education and moderation: A bibliometric analysis. Cogent Education, 11(1), 2292885. https://doi.org/10.1080/2331186X.2023.2292885
DOI: https://doi.org/10.1080/2331186X.2023.2292885Heuser, S., & Wolf, A. (2024). Practices of tolerance: The significance of common sense in settings of dense coexistence. Religions, 15(5), 562. https://doi.org/10.3390/rel15050562
DOI: https://doi.org/10.3390/rel15050562Junaidi, J. (2021). The awareness and attitude of Muslim consumer preference: the role of religiosity. Journal of Islamic Accounting and Business Research, 12(6), 919-938. https://doi.org/10.1108/JIABR-08-2020-0250
DOI: https://doi.org/10.1108/JIABR-08-2020-0250Knoetze, J. J. (2022). Theological education, spiritual formation and leadership development in Africa: What does God have to do with it? HTS Teologiese Studies/Theological studies, 78(4), a7521. https://doi.org/10.4102/hts.v78i4.7521
DOI: https://doi.org/10.4102/hts.v78i4.7521Kretschmer, D., Lämmermann, K., & Leszczensky, L. (2024). How gendered religious norms contribute to the emerging gender gap in Muslim youths’ interreligious friendships. International Journal of Intercultural Relations, 98, 101919. https://doi.org/10.1016/j.ijintrel.2023.101919
DOI: https://doi.org/10.1016/j.ijintrel.2023.101919Kunst, J.R., Lefringhausen, K., & Zagefka, H. (2024). Delineating the boundaries between genuine cultural change and cultural appropriation in majority-group acculturation. International Journal of Intercultural Relations, 98, 101911. https://doi.org/10.1016/j.ijintrel.2023.101911
DOI: https://doi.org/10.1016/j.ijintrel.2023.101911Latifa, R., Fahri, M., Subchi, I., & Mahida, N. F. (2022). The Intention of becoming religiously moderate in Indonesian Muslims: Do knowledge and attitude interfere? Religions, 13, 540. https://doi.org/10.3390/rel13060540
DOI: https://doi.org/10.3390/rel13060540Massiah, A., Shotte, G., Rowe, V., & Minott, C. (2024). Educational leadership for social transformation: An inclusive approach for schools as places of belonging. Power and Education. https://doi.org/10.1177/17577438241297239
DOI: https://doi.org/10.1177/17577438241297239Muhajarah, K., & Soebahar, M. E. (2024). Fiqh of tolerance and religious moderation: a study towards Indonesia, Malaysia, and Thailand. Cogent Arts & Humanities, 11(1), 2303817. https://doi.org/10.1080/23311983.2024.2303817
DOI: https://doi.org/10.1080/23311983.2024.2303817Muhsin, I., Maimun, A., & Ma’mun, S. (2024). Habitus of interreligious harmony in a Central Java village. Millah: Journal of Religious Studies, 23(2), 579–610. https://doi.org/10.20885/millah.vol23.iss2.art3
DOI: https://doi.org/10.20885/millah.vol23.iss2.art3Mukhibat, M., Effendi, M., Setyawan, W. H., & Sutoyo, M. (2024). Development and evaluation of religious moderation education curriculum at higher education in Indonesia. Cogent Education, 11(1), 2302308. https://doi.org/10.1080/2331186X.2024.2302308
DOI: https://doi.org/10.1080/2331186X.2024.2302308Neo, J. L. (2021). Religious minorities in Asia: Between the Scylla of Minority Protection and Charybdis of Religious Freedom Rights? Religions, 12(10), 881. https://doi.org/10.3390/rel12100881
DOI: https://doi.org/10.3390/rel12100881Okuyama, T. (2018). Social memory engram in the hippocampus. Neuroscience Research, 129, 17-23. https://doi.org/10.1016/j.neures.2017.05.007
DOI: https://doi.org/10.1016/j.neures.2017.05.007Pajarianto, H., Pribadi, I., & Galugu, N.S. (2023). Youth religious moderation model and tolerance strengthening through intellectual humility. HTS Teologiese Studies, 79(1), a8196. https://doi.org/10.4102/hts.v79i1.8196
DOI: https://doi.org/10.4102/hts.v79i1.8196Parker, S. (2020). Religious literacy: Spaces of teaching and learning about religion and belief. Journal of Beliefs & Values, 41(2), 129–131. https://doi.org/10.1080/13617672.2020.1750243
DOI: https://doi.org/10.1080/13617672.2020.1750243Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
DOI: https://doi.org/10.1037/0021-9010.88.5.879Qadir, H., & Islam, N. U. (2023). An integrated approach of multiculturalism and religious diversity. In J. DeHart (Ed.), Advances in educational marketing, administration, and leadership (pp. 188–204). IGI Global. https://doi.org/10.4018/978-1-6684-9184-3.ch009
DOI: https://doi.org/10.4018/978-1-6684-9184-3.ch009Rogers, M. (2004). Religious freedom in the United States. International Journal, 59(4), 902-910. https://www.jstor.org/stable/40203992
DOI: https://doi.org/10.1177/002070200405900414Rusmin, R., Hamka, H., & Syahid, A. (2024). Implementation of inclusivism values in religious education learning to build human solidarity at Karuna Dipa High School, Palu. International Journal of Contemporary Islamic Education, 6(1), 12–19. https://doi.org/10.24239/ijcied.Vol6.Iss1.85
DOI: https://doi.org/10.24239/ijcied.Vol6.Iss1.85Russell, J. H., & Promisel, M. E. (2022). Solidarity in action: Catholic social teaching in response to COVID. In L. Trepanier (Ed.), Making sense of diseases and disasters: Reflections of political theory from Antiquity to the Age of COVID (pp. 49–60). Routledge.
DOI: https://doi.org/10.4324/9781003197379-5Scupin, R. (1998). Muslim accomodation in Thai Society. Journal of Islamic Studies, 9(2), 229-258. https://www.jstor.org/stable/26198063
DOI: https://doi.org/10.1093/jis/9.2.229Setinawati, Jeniva, I., Tanyid, M., & Merilyn. (2025). The framework of religious moderation: A socio-theological study on the role of religion and culture from Indonesia’s perspective. Social Sciences & Humanities Open, 11, 101271. https://doi.org/10.1016/j.ssaho.2024.101271
DOI: https://doi.org/10.1016/j.ssaho.2024.101271Shelby, T. (2002). Foundations of black solidarity: Collective identity or common oppression? Ethics, 112(2), 231-266. https://doi.org/10.1086/340276
DOI: https://doi.org/10.1086/340276Stjernfelt, F. (2012). Liberal multiculturalism as political philosophy: Will Kymlica. The Monist, 95(1), 49-71. https://www.jstor.org/stable/41419014
DOI: https://doi.org/10.5840/monist20129515Subchi, I., Zulkifli, Z., Latifa, R., & Sa’diyah, S. (2022). Religious moderation in Indonesian Muslims. Religions, 13(5), 451. https://doi.org/10.3390/rel13050451
DOI: https://doi.org/10.3390/rel13050451Taylor, A. & Elphick, L. (2023). Religious schools: A transparent right to discriminate? Griffith Law Review, 32(3), 286–309. https://doi.org/10.1080/10383441.2023.2278363
DOI: https://doi.org/10.1080/10383441.2023.2278363Urbaniak, J. (2015). Religion as memory: How has the continuity of tradition produced collective meaning? HTS Teologiese Studies/Theological studies, 71(3), a2815. https://doi.org/10.4102/hts.v71i3.2815
DOI: https://doi.org/10.4102/hts.v71i3.2815Vasinayanuwatana, T., Teo, T. W. & Ketsing, J. (2021). Shura-infused STEM professional learning community in an Islamic School in Thailand. Cultural Studies of Science Education, 16, 109–139. https://doi.org/10.1007/s11422-020-09990-8
DOI: https://doi.org/10.1007/s11422-020-09990-8Verkuyten, M., Yogeeswaran, K., & Adelman, L. (2023). The social psychology of intergroup tolerance and intolerance. European Review of Social Psychology, 34(1), 1–43. https://doi.org/10.1080/10463283.2022.2091326
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DOI: https://doi.org/10.1186/s40878-022-00319-8Yusuf, A. A., Shidiq, A. R., & Hariyadi, H. (2020). On socio-economic predictors of religious intolerance: Evidence from a large-scale longitudinal survey in the largest Muslim democracy. Religions, 11(1), 21. https://doi.org/10.3390/rel11010021
DOI: https://doi.org/10.3390/rel11010021Zhang, X., Lu, X., Huang, C., Liu, W., & Wang, G. (2024). The impact of social capital on migrants’ social integration: Evidence from China. Sustainability, 16(13), 5564. https://doi.org/10.3390/su16135564
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References
Aderibigbe, S. A., Idriz, M., Alzouebi, K., AlOthman, H., Hamdi, W. B., & Companioni, A. A. (2023). Fostering tolerance and respect for diversity through the fundamentals of Islamic education. Religions, 14(2), 212. https://doi.org/10.3390/rel14020212
DOI: https://doi.org/10.3390/rel14020212Andriansyah, Y. (2024). Humanitarian aid from the Islamic mass organizations in Indonesia to Palestine. Millah: Journal of Religious Studies, 23(2), xiv-xxiv. https://doi.org/10.20885/millah.vol23.iss2.editorial
DOI: https://doi.org/10.20885/millah.vol23.iss2.editorialBahri, T. R. N. (2012). Understanding Islamic moderation: The Wasatiyya imperative. Counter Terrorist Trend and Analyses, 4(9), 18-20. https://www.jstor.org/stable/26351088
Bowling, R. L. (2022). Religious literacy and interfaith cooperation: Toward a common understanding. Religious Education, 117(1), 4–18. https://doi.org/10.1080/00344087.2021.1983286
DOI: https://doi.org/10.1080/00344087.2021.1983286Chotimah, C., Qudsy, S. Z., & Yusuf, M. (2024). Superficial implementation of religious moderation in Islamic educational management. Cogent Education, 12(1), 2442235. https://doi.org/10.1080/2331186X.2024.2442235
DOI: https://doi.org/10.1080/2331186X.2024.2442235Chua, G., Ang, S., & Tan, S. Bin. (2024). More than ‘minority’: Social tolerance and youth wellbeing at the intersection of ethnicity and neighbourhood segregation. Health & Place, 88, 103252. https://doi.org/10.1016/j.healthplace.2024.103252
DOI: https://doi.org/10.1016/j.healthplace.2024.103252Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (Sixth edition). SAGE Publications, Inc.
Dibaba, A. T. (2021). Lake Qooqa as a narrative: Finding Meanings in social memory (A narrative inquiry), Humanities, 10(2), 77. https://doi.org/10.3390/h10020077
DOI: https://doi.org/10.3390/h10020077Faisal, A., Pabbajah, M., Abdullah, I., Muhammad, N. E., & Rusli, M. (2022). Strengthening religious moderatism through the traditional authority of kiai in Indonesia, Cogent Social Sciences, 8(1), 2150450. https://doi.org/10.1080/23311886.2022.2150450
DOI: https://doi.org/10.1080/23311886.2022.2150450Fielder, B. & Ezzy, D. (2023). Religious freedom for whom? How conservative Christianity erodes the religious freedom of those it seeks to discriminate against. Australian Journal of Political Science, 59(1), 93–108. https://doi.org/10.1080/10361146.2023.2283005
DOI: https://doi.org/10.1080/10361146.2023.2283005Fonseca, L., & Jovchelovitch, S. (2024). The long hard road of reconciliation: Prefiguring cultures of peace through the transformation of representations of former combatants and identities of urban youth in Colombia. European Journal of Social Psychology, 54(1), 1–16. https://doi.org/10.1002/ejsp.2967
DOI: https://doi.org/10.1002/ejsp.2967Hair, J. F., Black, W. C., Babin, B.J., & Anderson, R. E. (2019). Multivariate data analysis (8th edition). Cengage Learning EMEA.
Hanafi, Y., Saefi, M., Ikhsan, M. A., Diyana, T. N., Ahsanuddin, M., Alfan, M., Yani, M. T., Hazin, M., Chamidah, D., & Mustakim, S. S. (2024). Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective. British Journal of Religious Education, 1–14. https://doi.org/10.1080/01416200.2024.2427303
DOI: https://doi.org/10.1080/01416200.2024.2427303Hasan, K. & Juhannis, H. (2024). Religious education and moderation: A bibliometric analysis. Cogent Education, 11(1), 2292885. https://doi.org/10.1080/2331186X.2023.2292885
DOI: https://doi.org/10.1080/2331186X.2023.2292885Heuser, S., & Wolf, A. (2024). Practices of tolerance: The significance of common sense in settings of dense coexistence. Religions, 15(5), 562. https://doi.org/10.3390/rel15050562
DOI: https://doi.org/10.3390/rel15050562Junaidi, J. (2021). The awareness and attitude of Muslim consumer preference: the role of religiosity. Journal of Islamic Accounting and Business Research, 12(6), 919-938. https://doi.org/10.1108/JIABR-08-2020-0250
DOI: https://doi.org/10.1108/JIABR-08-2020-0250Knoetze, J. J. (2022). Theological education, spiritual formation and leadership development in Africa: What does God have to do with it? HTS Teologiese Studies/Theological studies, 78(4), a7521. https://doi.org/10.4102/hts.v78i4.7521
DOI: https://doi.org/10.4102/hts.v78i4.7521Kretschmer, D., Lämmermann, K., & Leszczensky, L. (2024). How gendered religious norms contribute to the emerging gender gap in Muslim youths’ interreligious friendships. International Journal of Intercultural Relations, 98, 101919. https://doi.org/10.1016/j.ijintrel.2023.101919
DOI: https://doi.org/10.1016/j.ijintrel.2023.101919Kunst, J.R., Lefringhausen, K., & Zagefka, H. (2024). Delineating the boundaries between genuine cultural change and cultural appropriation in majority-group acculturation. International Journal of Intercultural Relations, 98, 101911. https://doi.org/10.1016/j.ijintrel.2023.101911
DOI: https://doi.org/10.1016/j.ijintrel.2023.101911Latifa, R., Fahri, M., Subchi, I., & Mahida, N. F. (2022). The Intention of becoming religiously moderate in Indonesian Muslims: Do knowledge and attitude interfere? Religions, 13, 540. https://doi.org/10.3390/rel13060540
DOI: https://doi.org/10.3390/rel13060540Massiah, A., Shotte, G., Rowe, V., & Minott, C. (2024). Educational leadership for social transformation: An inclusive approach for schools as places of belonging. Power and Education. https://doi.org/10.1177/17577438241297239
DOI: https://doi.org/10.1177/17577438241297239Muhajarah, K., & Soebahar, M. E. (2024). Fiqh of tolerance and religious moderation: a study towards Indonesia, Malaysia, and Thailand. Cogent Arts & Humanities, 11(1), 2303817. https://doi.org/10.1080/23311983.2024.2303817
DOI: https://doi.org/10.1080/23311983.2024.2303817Muhsin, I., Maimun, A., & Ma’mun, S. (2024). Habitus of interreligious harmony in a Central Java village. Millah: Journal of Religious Studies, 23(2), 579–610. https://doi.org/10.20885/millah.vol23.iss2.art3
DOI: https://doi.org/10.20885/millah.vol23.iss2.art3Mukhibat, M., Effendi, M., Setyawan, W. H., & Sutoyo, M. (2024). Development and evaluation of religious moderation education curriculum at higher education in Indonesia. Cogent Education, 11(1), 2302308. https://doi.org/10.1080/2331186X.2024.2302308
DOI: https://doi.org/10.1080/2331186X.2024.2302308Neo, J. L. (2021). Religious minorities in Asia: Between the Scylla of Minority Protection and Charybdis of Religious Freedom Rights? Religions, 12(10), 881. https://doi.org/10.3390/rel12100881
DOI: https://doi.org/10.3390/rel12100881Okuyama, T. (2018). Social memory engram in the hippocampus. Neuroscience Research, 129, 17-23. https://doi.org/10.1016/j.neures.2017.05.007
DOI: https://doi.org/10.1016/j.neures.2017.05.007Pajarianto, H., Pribadi, I., & Galugu, N.S. (2023). Youth religious moderation model and tolerance strengthening through intellectual humility. HTS Teologiese Studies, 79(1), a8196. https://doi.org/10.4102/hts.v79i1.8196
DOI: https://doi.org/10.4102/hts.v79i1.8196Parker, S. (2020). Religious literacy: Spaces of teaching and learning about religion and belief. Journal of Beliefs & Values, 41(2), 129–131. https://doi.org/10.1080/13617672.2020.1750243
DOI: https://doi.org/10.1080/13617672.2020.1750243Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. https://doi.org/10.1037/0021-9010.88.5.879
DOI: https://doi.org/10.1037/0021-9010.88.5.879Qadir, H., & Islam, N. U. (2023). An integrated approach of multiculturalism and religious diversity. In J. DeHart (Ed.), Advances in educational marketing, administration, and leadership (pp. 188–204). IGI Global. https://doi.org/10.4018/978-1-6684-9184-3.ch009
DOI: https://doi.org/10.4018/978-1-6684-9184-3.ch009Rogers, M. (2004). Religious freedom in the United States. International Journal, 59(4), 902-910. https://www.jstor.org/stable/40203992
DOI: https://doi.org/10.1177/002070200405900414Rusmin, R., Hamka, H., & Syahid, A. (2024). Implementation of inclusivism values in religious education learning to build human solidarity at Karuna Dipa High School, Palu. International Journal of Contemporary Islamic Education, 6(1), 12–19. https://doi.org/10.24239/ijcied.Vol6.Iss1.85
DOI: https://doi.org/10.24239/ijcied.Vol6.Iss1.85Russell, J. H., & Promisel, M. E. (2022). Solidarity in action: Catholic social teaching in response to COVID. In L. Trepanier (Ed.), Making sense of diseases and disasters: Reflections of political theory from Antiquity to the Age of COVID (pp. 49–60). Routledge.
DOI: https://doi.org/10.4324/9781003197379-5Scupin, R. (1998). Muslim accomodation in Thai Society. Journal of Islamic Studies, 9(2), 229-258. https://www.jstor.org/stable/26198063
DOI: https://doi.org/10.1093/jis/9.2.229Setinawati, Jeniva, I., Tanyid, M., & Merilyn. (2025). The framework of religious moderation: A socio-theological study on the role of religion and culture from Indonesia’s perspective. Social Sciences & Humanities Open, 11, 101271. https://doi.org/10.1016/j.ssaho.2024.101271
DOI: https://doi.org/10.1016/j.ssaho.2024.101271Shelby, T. (2002). Foundations of black solidarity: Collective identity or common oppression? Ethics, 112(2), 231-266. https://doi.org/10.1086/340276
DOI: https://doi.org/10.1086/340276Stjernfelt, F. (2012). Liberal multiculturalism as political philosophy: Will Kymlica. The Monist, 95(1), 49-71. https://www.jstor.org/stable/41419014
DOI: https://doi.org/10.5840/monist20129515Subchi, I., Zulkifli, Z., Latifa, R., & Sa’diyah, S. (2022). Religious moderation in Indonesian Muslims. Religions, 13(5), 451. https://doi.org/10.3390/rel13050451
DOI: https://doi.org/10.3390/rel13050451Taylor, A. & Elphick, L. (2023). Religious schools: A transparent right to discriminate? Griffith Law Review, 32(3), 286–309. https://doi.org/10.1080/10383441.2023.2278363
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DOI: https://doi.org/10.4102/hts.v71i3.2815Vasinayanuwatana, T., Teo, T. W. & Ketsing, J. (2021). Shura-infused STEM professional learning community in an Islamic School in Thailand. Cultural Studies of Science Education, 16, 109–139. https://doi.org/10.1007/s11422-020-09990-8
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