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These selected papers from the III International Conference on Islamic Legal Studies, held in 2000 at Harvard Law School, offer building blocks toward the entire edifice of understanding the complex development of the madhhab, a development that, even in the contemporary dissolution of madhhab lines and grouping, continues to fascinate.
This book, the first on the growing phenomenon of private full-time K-12 Muslim schools in France, investigates whether these schools participate in the communautarisme (or ethnic/cultural separatism) that Muslims are often accused of or if their founding is a sign of integration, given that most of private education in France is subsidized by the government. Is Islam compatible with the West? This study proposes an answer to this question through the lens of Muslim education in France, adding to our understanding of the so-called resurgence of religion following the demise of the secularization theory and shedding new light on religion’s place in the West and of Islam in diasporic contexts.
As the U.S. Muslim population continues to grow, Islamic schools are springing up across the American landscape. Especially since the events of 9/11, many have become concerned about what kind of teaching is going on behind the walls of these schools, and whether it might serve to foster the seditious purposes of Islamist extremism. The essays collected in this volume look behind those walls and discover both efforts to provide excellent instruction following national educational standards and attempts to inculcate Islamic values and protect students from what are seen as the dangers of secularism and the compromising values of American culture. Also considered here are other dimensions of American Islamic education, including: new forms of institutions for youth and college-age Muslims; home-schooling; the impact of educational media on young children; and the kind of training being offered by Muslim chaplains in universities, hospitals, prisons, and other such settings. Finally the authors look at the ways in which Muslims are rising to the task of educating the American public about Islam in the face of increasing hostility and prejudice. This timely volume is the first dedicated entirely to the neglected topic of Islamic education.
This book demonstrates why and how it is necessary to redesign Islamic Education curriculum in the K-12 sector globally. From Western public schools that integrate Muslim perspectives to be culturally responsive, to public and private schools in Muslim minority and majority contexts that teach Islamic studies as a core subject or teach from an Islamic perspective, the volume highlights the unique global and sociocultural contexts that support the disparate trajectories of Islamic Education curricula. Divided into three distinct parts, the text discusses current Islamic education curricula and considers new areas for inclusion as part of a general renewal effort that includes developing curricula from an Islamic worldview, and the current aspirations of Islamic education globally. By providing insights on key concepts related to teaching Islam, case studies of curriculum achievements and pitfalls, and suggested processes and pillars for curriculum development, contributors present possibilities for researchers and educators to think about teaching Islam differently. This text will benefit researchers, doctoral students, and academics in the fields of secondary education, Islamic education, and curriculum studies. Those interested in religious education as well as the sociology and theory of religion more broadly will also enjoy this volume.
The first ethnographic study of the trend toward religious, parochial schooling in urban Pakistan, this book provides data from over fifty-Karachi area schools to establish the complex reasons middle- and upper-class families enroll in religious Islamic schools.
When students from a Muslim boarding school were convicted for the 2002 terrorist bombings in Bali, Islamic schools in Southeast Asia became the focus of intense international scrutiny. Some analysts have warned that these schools are being turned into platforms for violent jihadism. Making Modern Muslims is the first book to look comparatively at Islamic education and politics in Southeast Asia. Based on a two-year research project by leading scholars of Southeast Asian Islam, the book examines Islamic schooling in Malaysia, Indonesia, Thailand, Cambodia, and the southern Philippines. The studies demonstrate that the great majority of schools have nothing to do with violence but are undergoing changes that have far-reaching implications for democracy, gender relations, pluralism, and citizenship. Making Modern Muslims offers an important reassessment of Muslim culture and politics in Southeast Asia and provides insights into the changing nature of state-society relations from the late colonial period to the present. It allows us to better appreciate the astonishing dynamism of Islamization in Southeast Asia and the struggle for Muslim hearts and minds taking place today. Timely and readable, this volume will be of great interest to teachers and specialists of Islam and Southeast Asia as well as the general reader seeking to understand the great transformations at work in the Muslim world. Contributors: Esmael A. Abdula, Bjørn Atle Blengsli, Joseph Chinyong Liow, Robert W. Hefner, Richard G. Kraince, Thomas M. McKenna.
The first ethnographic study of the trend toward religious, parochial schooling in urban Pakistan, this book provides data from over fifty-Karachi area schools to establish the complex reasons middle- and upper-class families enroll in religious Islamic schools.
Since the Taliban seized Kabul in 1996, the public has grappled with the relationship between Islamic education and radical Islam. Media reports tend to paint madrasas--religious schools dedicated to Islamic learning--as medieval institutions opposed to all that is Western and as breeding grounds for terrorists. Others have claimed that without reforms, Islam and the West are doomed to a clash of civilizations. Robert Hefner and Muhammad Qasim Zaman bring together eleven internationally renowned scholars to examine the varieties of modern Muslim education and their implications for national and global politics. The contributors provide new insights into Muslim culture and politics in countries as different as Morocco, Egypt, Pakistan, India, Indonesia, Iran, and Saudi Arabia. They demonstrate that Islamic education is neither timelessly traditional nor medieval, but rather complex, evolving, and diverse in its institutions and practices. They reveal that a struggle for hearts and minds in Muslim lands started long before the Western media discovered madrasas, and that Islamic schools remain on its front line. Schooling Islam is the most comprehensive work available in any language on madrasas and Islamic education.
Political rhetoric and popular concern about the presence in the United States, Canada, and Western Europe of immigrants from predominantly-Muslim societies has remained largely detached from the actual reality of the lives and the contributions of these immigrants and their children. The studies presented here seek to correct this ignorant reaction by presenting objective information from schools that such immigrants have created and sustained. The first looked at seven explicitly-Islamic secondary schools, focusing on the formation of character and American citizenship, while the other studied public charter schools established by immigrants from Turkey, focusing on academic outcomes. Do faith-based schools cause social divisions? Do their students fail to become good citizens who can cooperate with those of other faiths? This familiar accusation against Catholic, and more recently against Evangelical, schools, is now directed against Islamic schools in Western societies. The studies presented here offer objective information from schools established by Muslim immigrants across the United States, with reassuring results. Praise for Muslim Educators in American Communities: "Dr. Charles Glenn takes us inside US Islamic schools and offers a rare insight into the thoughts and emotions of young American Muslims. A must read for Non-Muslims as well as Muslims; his book provides a taste for those curious about what goes on in Islamic schools as well as evidence of the results of an Islamic School education." ~ Sufia Azmat, Executive Director Council of Islamic Schools in North America "Every wave of immigration throughout American history has brought with it an undertow of fear, often centered on the religious schools new immigrants form. In every instance, those fears have proven unfounded and so they are today. Through careful, on-the-ground research, Charles Glenn and colleagues take us into new Islamic secondary schools and discover the important role these faith-based schools are playing in forming virtuous citizens capable and committed to being a positive influence within American civic life. This book is a valuable and timely contribution." ~ James Davison Hunter, Institute for Advanced Studies in Culture University of Virginia
In light of the growing phenomenon of Islamic schools in the United States and Europe, this compelling study outlines whether these schools share similar traits with other religious schools, while posing new challenges to education policy. Merry elaborates an ideal type of islamic philosophy of education in order to examine the specific challenges that Islamic schools face, comparing the different educational realities facing Muslim Populations in the Netherlands, Belgium, and the United States.