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This book examines perceptions and experiences of Qur'anic schools in West Africa, outlining a much-needed postcolonial approach which considers the place of Islamic education within African decolonial debates about educational pluralism.
This book examines perceptions and experiences of Qur'anic schools in West Africa, outlining a much-needed postcolonial approach which considers the place of Islamic education within African decolonial debates about educational pluralism.
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Autorenporträt
Anneke Newman is an anthropologist of development and Senior Postdoctoral Research Fellow at the Department of Conflict and Development Studies, University of Ghent, Belgium.
Inhaltsangabe
Chapter 1: Rethinking development, education and religion: A challenging nexus Stereotypes, silences and secular bias in policy and academic scholarship Coloniality and the development-education-religion nexus About us without us: Studying the 'religious Other' Structure of the book Chapter 2: A postsecular decolonial approach: Breaking the binaries Introducing decolonial theory Ontology and epistemology: 'With these threads, we weave the world' Decolonial perspectives on the study of religion Stories and senses: A postsecular approach to educational engagement in Islamic West Africa Conclusion PART I: SECULAR BIAS IN EDUCATION POLICIES: FROM COLONISATION TO EDUCATION FOR ALL Chapter 3: The evolution of Islam and education in West Africa Content and pedagogy of classical Qur'anic schools Race, religion, capitalist extraction: Colonial schools and education policy Islamic modernities and education reform Conclusion Chapter 4: Coloniality of secularity and Education For All The 'talibé problem': Development critiques of child begging Assumptions about Qur'anic schools and 'quality education' The instrumentalisation of Islamic education under EFA Conclusion PART II: PATTERNS OF EDUCATIONAL ENGAGEMENT IN NORTHERN SENEGAL Chapter 5: Understanding Qur'anic school preference Coloniality of secularity in frameworks for understanding educational decision-making Researching education in Medina Diallobé village Explaining Qur'anic school preference Choosing the Qur'anic school: An increasingly complex decision Conclusion Chapter 6: Racial hierarchies and Islamic education: From exclusion to resistance Understanding descent-based inequalities in Islamic West Africa Knowledge-power, education and social mobility: An evolving relationship Islamic education in the Futa Tooro region: The 'final frontier' Using Islamic knowledge to resist racialised exclusion Conclusion Chapter 7: Islamic knowledge and women's agency Coloniality in discussions about African Muslim women's agency Situating female Islamic education in northern Senegal Women mobilising Islamic knowledge in Medina Diallobé Islamic education and women's empowerment: Implications for policy Conclusion Chapter 8: Pursuing Islamic and state school knowledges: 'You need both' Social inequalities, onto-epistemologies and temporalities in young people's trajectories 'Hierarchical complementarity': Islamic and state school knowledges Mixed trajectories: Common concerns, diverse strategies Barriers to educational pluralism in Senegal Conclusion PART III: DECOLONISING EDUCATION IN ISLAMIC WEST AFRICA: FROM RESEARCH TO POLICY Chapter 9: Embracing African Islamic knowledge traditions: From critique to 'border praxis' Overcoming coloniality in education and development scholarship Decolonial research methodologies in comparative education Towards pluralistic education policy and programming
Chapter 1: Rethinking development, education and religion: A challenging nexus Stereotypes, silences and secular bias in policy and academic scholarship Coloniality and the development-education-religion nexus About us without us: Studying the 'religious Other' Structure of the book Chapter 2: A postsecular decolonial approach: Breaking the binaries Introducing decolonial theory Ontology and epistemology: 'With these threads, we weave the world' Decolonial perspectives on the study of religion Stories and senses: A postsecular approach to educational engagement in Islamic West Africa Conclusion PART I: SECULAR BIAS IN EDUCATION POLICIES: FROM COLONISATION TO EDUCATION FOR ALL Chapter 3: The evolution of Islam and education in West Africa Content and pedagogy of classical Qur'anic schools Race, religion, capitalist extraction: Colonial schools and education policy Islamic modernities and education reform Conclusion Chapter 4: Coloniality of secularity and Education For All The 'talibé problem': Development critiques of child begging Assumptions about Qur'anic schools and 'quality education' The instrumentalisation of Islamic education under EFA Conclusion PART II: PATTERNS OF EDUCATIONAL ENGAGEMENT IN NORTHERN SENEGAL Chapter 5: Understanding Qur'anic school preference Coloniality of secularity in frameworks for understanding educational decision-making Researching education in Medina Diallobé village Explaining Qur'anic school preference Choosing the Qur'anic school: An increasingly complex decision Conclusion Chapter 6: Racial hierarchies and Islamic education: From exclusion to resistance Understanding descent-based inequalities in Islamic West Africa Knowledge-power, education and social mobility: An evolving relationship Islamic education in the Futa Tooro region: The 'final frontier' Using Islamic knowledge to resist racialised exclusion Conclusion Chapter 7: Islamic knowledge and women's agency Coloniality in discussions about African Muslim women's agency Situating female Islamic education in northern Senegal Women mobilising Islamic knowledge in Medina Diallobé Islamic education and women's empowerment: Implications for policy Conclusion Chapter 8: Pursuing Islamic and state school knowledges: 'You need both' Social inequalities, onto-epistemologies and temporalities in young people's trajectories 'Hierarchical complementarity': Islamic and state school knowledges Mixed trajectories: Common concerns, diverse strategies Barriers to educational pluralism in Senegal Conclusion PART III: DECOLONISING EDUCATION IN ISLAMIC WEST AFRICA: FROM RESEARCH TO POLICY Chapter 9: Embracing African Islamic knowledge traditions: From critique to 'border praxis' Overcoming coloniality in education and development scholarship Decolonial research methodologies in comparative education Towards pluralistic education policy and programming
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