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| Title: | Islamic education in Africa: writing boards and blackboards |
| Editor: | Launay, Robert |
| Chapter(s): | Present |
| Year: | 2016 |
| Pages: | 323 |
| Language: | English |
| City of publisher: | Bloomington |
| Publisher: | Indiana University Press |
| ISBN: | 0253022703; 9780253022707; 0253023025; 9780253023025; 9780253023186 |
| Geographic terms: | Subsaharan Africa West Africa |
| Subjects: | education Islamic education colonialism educational systems |
| Abstract: | The essays in this volume address various aspects of the expanding and evolving range of educational choices available to Muslims in sub-Saharan Africa. Writing boards and blackboards are emblematic of two different styles: the first typifying the centuries-old classical system of Qur'anic education, the other, a nineteenth-century invention, embodying the colonial approach: state secular schools and mission schools. The essays place both educational traditions in historical context and highlight similarities as well as differences, dealing with developments such as changes in pedagogical methods: from sitting to standing, from individual to collective learning, from recitation to analysis. Also discussed are the differences between British, French, Belgian, and Portuguese education in Africa and between mission schools and Qur'anic schools; changes to the classical Islamic curriculum; the changing intent of Islamic education; the modernization of pedagogical styles and tools; hybrid forms of religious and secular education; the inclusion of women in Qur'anic schools; and the changing notion of what it means to be an educated person in Africa. Three theoretical considerations underpin the essays in this volume: 1. writing boards and blackboards do not just symbolize two different systems of education but in a deeper sense literally embody them materially; 2. the modern school, symbolized by the blackboard, was an intrinsic componont of the colonization of Africa; 3. the constantly shifting field of educational alternatives, Islamic or otherwise, must be considered as a structured field. One of the aims of the volume is to call for a reevaluation of traditional Islamic education in order to understand it in its own right and on its own terms. Contributions: Introduction: writing boards and blackboards (Robert Launay); The classical paradigm: styles of Islamic education: perspectives from Mali, Guinea, and the Gambia (Tal Tamari); Orality and the transmission of Qur'anic knowledge in Mauritania (Corinne Fortier); Islamic education and the intellectual pedigree of Al-Hajj Umar Falke (Muhammad Sani Umar); Institutional transformations: divergent patterns of Islamic education in northern Mozambique: Qur'anic schools of Angoche (Liazzat J. K. Bonate); Colonial control, Nigerian agency, Arab outreach, and Islamic education in northern Nigeria, 1900-1966 (Alex Thurston); Muslim scholars, organic intellectuals, and the development of Islamic education in Zanzibar in the twentieth century (Roman Loimeier); The new Muslim public school in the Democratic Republic of Congo (Ashley E. Leinweber); Innovations and experiments: the Al-Azhar school network: a Murid experiment in Islamic modernism (Cheikh Anta Babou); Mwalim Bi Swafiya Muhashamy-Said: a pioneer of the integrated (madrasa) curriculum in Kenya and beyond (Ousseina D. Alidou); Changes in Islamic knowledge practices in twentieth-century Kenya (Rudiger Seesemann); Walking to the Makaranta: production, circulation, and transmission of Islamic learning in urban Niger (Abdoulaye Sounaye); Plural possibilities? How (not) to read the Qur'an? Logics of Islamic education in Senegal and Ivory Coast (Robert Launay and Rudolph T. Ware); New Muslim public figures in West Africa (Benjamin F. Soares); Collapsed pluralities: Islamic education, learning, and creativity in Niger (Noah Butler). |
