Quranic Schools In Northern Nigeria

Through the eyes of northern Nigerian Qur'anic students, this book explores what it truly means to be young, poor, and Muslim.

In a global context of widespread fears over Islamic radicalisation and militancy, poor Muslim youth, especially those socialised in religious seminaries, have attracted overwhelmingly negative attention. In northern Nigeria, male Qur'anic students have garnered a reputation of resorting to violence in order to claim their share of highly unequally distributed resources. Drawing on material from long-term ethnographic and participatory fieldwork among Qur'anic students and their communities, this book offers an alternative perspective on youth, faith, and poverty. Mobilising insights from scholarship on education, poverty research and childhood and youth studies, Hannah Hoechner describes how religious discourses can moderate feelings of inadequacy triggered by experiences of exclusion, and how Qur'anic school enrolment offers a way forward in constrained circumstances, even though it likely reproduces poverty in the long run. A pioneering study of religious school students conducted through participatory methods, this book presents vital insights into the concerns of this much-vilified group.

Annotation. In 2000 and 2001, twelve northern states of the Federal Republic of Nigeria introduced Islamic criminal law as one of a number of measures aiming at "reintroducing the shari'a." Immediately after its adoption, defendants were sentenced to death by stoning or to amputation of the hand. Apart from a few well publicised trials, however, the number and nature of cases tried under Islamic criminal law are little known. Based on a sample of trials, the present thesis discusses the introduction of Islamic criminal law and the evolution of judicial practice within the regions historical, cultural, political and religious context. The introduction of Islamic criminal law was initiated by politicians and supported by Muslim reform groups, but its potential effects were soon mitigated on higher judicial levels and aspects of the law were contained by local administrators. This title can be previewed in Google Books - http://books.google.com/books?vid=ISBN9789056296551.

Helen N. Boyle takes an anthropological approach to Quranic schooling in examining the role of Quranic preschools in community life.

Writing boards and blackboards are emblematic of two radically different styles of education in Islam. The essays in this lively volume address various aspects of the expanding and evolving range of educational choices available to Muslims in sub-Saharan Africa. Contributors from the United States, Europe, and Africa evaluate classical Islamic education in Africa from colonial times to the present, including 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. A new view of the role of Islamic education, especially its politics and controversies in today's age of terrorism, emerges from this broadly comparative volume.

Walking Qur'an: Islamic Education, Embodied Knowledge, and History in West Africa

At the crossroads of major trade routes and characterised by intense human circulations, the area that encompasses northern Nigeria and southern Niger is a privileged space to study transnational religious dynamics. Islam is, indeed, an essential feature of this region assuming today new forms in terms of discourses, practices, and modes of dissemination. In order to capture their changing complexity and diversity, regional Islamic dynamics need to be observed from both sides of the Niger-Nigeria border, where religious patterns echo each other but also obey different socio-political injunctions. While studying the processes of religious renewal and mutation, it is necessary to pay attention to the varied forms these processes take, to their direct and indirect effects and to the channels of transmission used. An interdisciplinary team of seven researchers from Niger, Nigeria, France and the United Kingdom was set up to conduct this transnational study; all authors carried out ethnographic fieldwork in both countries while constantly exchanging, comparing and discussing their respective findings with each other. Thus, this book provides first-hand material collected in the field, that contributes to enrich the reflexion on contemporary transformation dynamics in the Islamic landscapes of Niger and Nigeria, but also reflects the relevance of a transnational and comparative approach of these phenomena. Finally, it showcases the collaborative work of African and European scholars from Francophone and Anglophone countries - a type of scientific partnership unprecedented in this field.