Muslim schools in secular societies: persistence or resistance!

Abstract

Muslim schools are a growing phenomenon across the world. Muslim diaspora resulting from multiple factors including political, religious and economic enhanced the need among Muslims to maintain and develop their faith identity. Marginalisation of Muslims, in whatever forms and for whatever reasons, particularly in Muslim minority and/or secular societies further energised affiliations with faith identity. In this context, the article will argue that Islamic schools are being seen by many Muslims as an option not only to provide opportunities for updated education in consonance with their perceptions of Muslim identity, but also to denote an agenda for resistance to challenge racism and existing power relations.

Keywords:

• faith identity
• Muslims and education
• Muslim schools

Notes

This paper is developed from a presentation at the symposium ‘Islam and Education’ at Hamburg University, Germany, 5–6 May 2009.

1. For detailed discussion of the concept please see Shah 2006b.

2. Taqwa is used in the Quran for more than 250 times, and is mostly interpreted as righteous path or righteousness which is linked to ‘God consciousnesses’ or fear of God. This ‘God consciousness’ guides the believer towards the ‘right path’, and to avoid all those actions and even thoughts that may lead to God’s disapproval or displeasure.

3. Australia, Belgium, Bulgaria, Chile, Colombia, Cyprus, Czech Republic, Denmark, England, Estonia, Finland, Germany, Greece, Hong Kong, Hungary, Italy, Latvia, Lithuania, Norway, Poland, Portugal, Romania, Russian Federation, Slovak Republic, Slovenia, Sweden, Switzerland, United States.