Integrating Gender Equality in Language Education: Faqihuddin’s Mubadalah Approach Through Literacy Practice

Abstract

This article explores how Faqihuddin Abdul Kodir, a progressive Islamic scholar, integrates the concept of gender equality into education through la nguage and literacy. His works provide an essential framework for understanding how literacy can function as an ethical, dialogical, and transformative tool for social justice. Using a qualitative approach, this study draws on document analysis and in-depth interviews with key informants to examine how Faqihuddin’s mubadalah (reciprocity) framework challenges gender-biased socio-religious narratives and promotes inclusive educational practices. The findings reveal that his writings reconstruct gender representation in educational texts, promote gender-inclusive language, and advocate for literacy as a means of empowerment. Teachers and learners are positioned as partners in a reciprocal learning process, where justice and equality guide interpretation and communication. Ultimately, this study affirms that literacy, when practiced through mubadalah, extends beyond technical reading and writing it becomes a moral act that nurtures empathy, equality, and mutual respect. The research concludes by recommending the integration of gender-sensitive literacy into curricula, teacher training, and educational policy to foster inclusive learning environments that align with both Islamic ethics and global gender justice.