Diasporicity and intercultural dialectics in Muslim education: Conceptualizing a minorities curriculum (Minhaj Al-Aqalliyyat)

The Future of Muslim Education in the United States: An Agenda for Research

American Journal of Islam and Society ◽

10.35632/ajis.v20i3-4.524 ◽

2003 ◽

Vol 20 (3-4) ◽

pp. 46-82

Author(s):

Fathi Malkawi

Keyword(s):

United States ◽

The United States ◽

American Education ◽

Future Trends ◽

Muslim Community ◽

Short Term ◽

The Future ◽

Muslim Education ◽

Future Plans

This paper addresses some of the Muslim community’s concerns regarding its children’s education and reflects upon how education has shaped the position of other communities in American history. It argues that the future of Muslim education will be influenced directly by the present realities and future trends within American education in general, and, more importantly, by the well-calculated and informed short-term and long-term decisions and future plans taken by the Muslim community. The paper identifies some areas in which a wellestablished knowledge base is critical to making decisions, and calls for serious research to be undertaken to furnish this base.

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Schooling the Muslim Nation

South Asia Research ◽

10.1177/026272801003100105 ◽

2011 ◽

Vol 31 (1) ◽

pp. 69-86 ◽

Cited By ~ 2

Author(s):

Iqbal Singh Sevea

Keyword(s):

Educational System ◽

National Character ◽

The West ◽

Western Education ◽

Modern Education ◽

Muslim Education

This article examines Muhammad Iqbal’s critique of contemporary approaches towards Muslim education. In his writings, poetic and prose, Iqbal took on both the traditional religious authorities who administered the Madrasas and the modernists associated with the Aligarh College for failing to provide an education that was true to the ‘national character’ and to develop a synthesis of Islamic and western knowledge. While the former were criticised for ignoring modern intellectual developments, the latter were attacked for being intellectually captive to the West. At a broader level, this article employs Iqbal as a foil to debates over the empowering potential of western education. Iqbal’s views are examined against the background of attempts by Muslim intel-lectuals to negotiate between the adoption of a universal modern education and the development of an educational system that kept Muslims grounded in Islam and their ‘national character’. These negotiations took on a number of shapes, pedagogical and polemical as well as theological.

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