a review of religion and media
by Alex Thurston Government-run Islamic schools, then, are to be a source of “counter-radicalization” as well as a means of moving almajirai into more “productive” schools. But the policy is unlikely to succeed. Continue Reading →
By Alex Thurston
Nigeria has around 100 universities, most of them public, and many public and private colleges. Various tertiary institutions in Northern Nigeria offer Islamic Studies, sometimes conjoined with Arabic. Continue Reading →
By Alex Thurston
This is the fourth post in a series on Islamic education in Northern Nigeria. The first post gave an overview of the series, the second discussed Qur’anic schools, and the third talked about “traditional” advanced Islamic education, noting that traditions change over time.
This post examines “Islamiyya” schools, a format that combines elements of the traditional curriculum with educational models inspired by Western and Arab models. That there has been outside influence on the Islamiyya movement does not mean that Islamiyya or “Nizamiyya” (a term that comes from the Arabic nizam, “system”) schools are “imports” from outside Northern Nigeria; rather, they represent interactions between local and global, new and old. Islamiyya schools are found by different names elsewhere in West Africa; in former French colonies such as Senegal and Mali, one finds many “Franco-Arabe” (French-Arabic) schools, highlighting the important role that languages play in questions of education. Islamiyya schools have not necessarily replaced “traditional” schools; many students attend both kinds, just as many teachers teach in both. Islamiyya schools do compete directly with secular primary and secondary schools, and feed into the same system of universities, but between these two models there is overlap as well. Continue Reading →
By Alex Thurston
This is the fourth post in a series on Islamic education in Northern Nigeria. The first post gave an overview of the series, the second discussed Qur’anic schools, and the third talked about “traditional” advanced Islamic education, noting that traditions change over time.
This post examines “Islamiyya” schools, a format that combines elements of the traditional curriculum with educational models inspired by Western and Arab models. That there has been outside influence on the Islamiyya movement does not mean that Islamiyya or “Nizamiyya” (a term that comes from the Arabic nizam, “system”) schools are “imports” from outside Northern Nigeria; rather, they represent interactions between local and global, new and old. Islamiyya schools are found by different names elsewhere in West Africa; in former French colonies such as Senegal and Mali, one finds many “Franco-Arabe” (French-Arabic) schools, highlighting the important role that languages play in questions of education. Islamiyya schools have not necessarily replaced “traditional” schools; many students attend both kinds, just as many teachers teach in both. Islamiyya schools do compete directly with secular primary and secondary schools, and feed into the same system of universities, but between these two models there is overlap as well. Continue Reading →
This post is the third in a series on Muslim schooling in Northern Nigeria. The first post gave an overview of the series, and the second discussed Qur’anic schools.
by Alex Thurston
In Nigeria, advanced Islamic education–the step following one’s basic instruction in the Qur’an–takes various forms. Here, I’ll examine the traditional settings for advanced Islamic education. The term “traditional” is a problematic one, as “traditions” are sometimes much more recent – and more consciously invented – than outsiders might assume. But the term has some use for describing systems that have evolved over time and were not directly created by colonial or postcolonial governments or by postcolonial reformist movements. “Advanced Islamic education,” meanwhile, refers here to training beyond the memorization of the Qur’an and instruction in the basic ritual requirements of Islam.
This kind of training has occurred for centuries, and still occurs, in the homes and schools of individual teachers. Many Northern Muslims begin (as do their counterparts elsewhere in West Africa) by studying the Qur’an and basic religious instruction with their fathers or with other family members, but advanced training usually necessitates outside mentors. Religious seekers most often proceed from the Qur’an to introductory texts of Maliki fiqh (jurisprudence). The Maliki School, one of four main Sunni schools of legal thought, is the most widespread in North and West Africa. Introductory Maliki texts (some of which are available in Arabic and in translation here) treat similar issues, ranging from the requirements of prayer to the rules of inheritance. The curriculum proceeds not thematically, but in levels of complexity; each text deals with the same issues in greater depth, meaning that the student who advances to the level of mastering the Risala (Epistle) of Ibn Abi Zaid al Qayrawani or the Mukhtasar (Compendium) of Khalil ibn Ishaq has a deep grasp of fiqh. Sheikhs often teach by parsing Arabic texts line by line in local languages until students have mastered each lesson; even at this stage, memorization can play a large role in learning. Continue Reading →
This post is the third in a series on Muslim schooling in Northern Nigeria. The first post gave an overview of the series, and the second discussed Qur’anic schools.
by Alex Thurston
In Nigeria, advanced Islamic education–the step following one’s basic instruction in the Qur’an–takes various forms. Here, I’ll examine the traditional settings for advanced Islamic education. The term “traditional” is a problematic one, as “traditions” are sometimes much more recent – and more consciously invented – than outsiders might assume. But the term has some use for describing systems that have evolved over time and were not directly created by colonial or postcolonial governments or by postcolonial reformist movements. “Advanced Islamic education,” meanwhile, refers here to training beyond the memorization of the Qur’an and instruction in the basic ritual requirements of Islam.
This kind of training has occurred for centuries, and still occurs, in the homes and schools of individual teachers. Many Northern Muslims begin (as do their counterparts elsewhere in West Africa) by studying the Qur’an and basic religious instruction with their fathers or with other family members, but advanced training usually necessitates outside mentors. Religious seekers most often proceed from the Qur’an to introductory texts of Maliki fiqh (jurisprudence). The Maliki School, one of four main Sunni schools of legal thought, is the most widespread in North and West Africa. Introductory Maliki texts (some of which are available in Arabic and in translation here) treat similar issues, ranging from the requirements of prayer to the rules of inheritance. The curriculum proceeds not thematically, but in levels of complexity; each text deals with the same issues in greater depth, meaning that the student who advances to the level of mastering the Risala (Epistle) of Ibn Abi Zaid al Qayrawani or the Mukhtasar (Compendium) of Khalil ibn Ishaq has a deep grasp of fiqh. Sheikhs often teach by parsing Arabic texts line by line in local languages until students have mastered each lesson; even at this stage, memorization can play a large role in learning. Continue Reading →
By Abhimanyu Das
Namir Abdel Messeeh’s highly entertaining documentary The Virgin, the Copts and Me is a curious beast, a bit like one of those clever New Yorker articles that start off making you think it’ll be about Batman but end up being about the tax obligations of the 1%. Only, in this case, it’s not entirely clear whether the thematic sleight-of-hand was artistic choice or just lucky accident. Either way, this narrative slipperiness is both what’s interesting and troublesome about this frustrating picture, easy to like but difficult to recommend.
The saga begins with the French-Egyptian filmmaker (the family emigrated to France in 1973), sitting down with his family to watch a fuzzy videotape of an alleged sighting of the Virgin Mary. Further discussion reveals that this is one of a spate of such sightings, experienced mostly by the oft-persecuted Christian Coptic community in Egypt. Interestingly, a few Muslims had claimed to experience these holy visions as well. This curious cultural hook is all Messeeh – a secular skeptic – needs to decide on making a documentary about the phenomenon.
The film’s tendency toward distracting self-referentialism is already front-and-center. Messeeh spends a chunk of time ‘documenting’ his attempts to find a financier and win his family over to the project’s cause. All this is done with great comic flair. We get an early introduction to the most memorable character in the film – his domineering mother Siham who continually expresses doubts about her son’s ability to pull this off. Unfortunately, much of this feels staged. It seems unlikely that Messeeh happened to have an HD camera running at a family gathering during which he is hit by a perfectly blocked creative epiphany. The film is full of what look to be staged scenes, contrived narrative setups and pre-arranged dialogue, raising the question (unintentionally, in my view) of whether this is a documentary at all. Messeeh is in every scene, an unapologetic puppet-master. At every turn, the developments feel arranged as opposed to observed. Continue Reading →
By Abhimanyu Das
Namir Abdel Messeeh’s highly entertaining documentary The Virgin, the Copts and Me is a curious beast, a bit like one of those clever New Yorker articles that start off making you think it’ll be about Batman but end up being about the tax obligations of the 1%. Only, in this case, it’s not entirely clear whether the thematic sleight-of-hand was artistic choice or just lucky accident. Either way, this narrative slipperiness is both what’s interesting and troublesome about this frustrating picture, easy to like but difficult to recommend.
The saga begins with the French-Egyptian filmmaker (the family emigrated to France in 1973), sitting down with his family to watch a fuzzy videotape of an alleged sighting of the Virgin Mary. Further discussion reveals that this is one of a spate of such sightings, experienced mostly by the oft-persecuted Christian Coptic community in Egypt. Interestingly, a few Muslims had claimed to experience these holy visions as well. This curious cultural hook is all Messeeh – a secular skeptic – needs to decide on making a documentary about the phenomenon.
The film’s tendency toward distracting self-referentialism is already front-and-center. Messeeh spends a chunk of time ‘documenting’ his attempts to find a financier and win his family over to the project’s cause. All this is done with great comic flair. We get an early introduction to the most memorable character in the film – his domineering mother Siham who continually expresses doubts about her son’s ability to pull this off. Unfortunately, much of this feels staged. It seems unlikely that Messeeh happened to have an HD camera running at a family gathering during which he is hit by a perfectly blocked creative epiphany. The film is full of what look to be staged scenes, contrived narrative setups and pre-arranged dialogue, raising the question (unintentionally, in my view) of whether this is a documentary at all. Messeeh is in every scene, an unapologetic puppet-master. At every turn, the developments feel arranged as opposed to observed. Continue Reading →
…most residents of Trivandrum had not been clamoring for the temple’s vaults to be searched. This had initially puzzeled me. In America…it’s inconceivable that a mysterious, locked door would be left alone. (Recall Geraldo Rivera breaking into Al Capone’s vault, in the nineteen-eighties). But in India the wealth stored in the vaults of Hindu temples is viewed in largely spiritual, not monetary, terms…
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…Men and women will carry back to their small villages and towns tales of the Grand Mosque’s splendor, which is the reward sought by every Muslim ruler who alters the mosque…
The New Yorker has been cleaning up in the religion-writing sweepstakes these past few weeks, particularly with two pieces that raise fascinating questions about wealth, expenditure and the preservation—or radical renovation—of sacred sites. If you missed them, it’s worth circling back. The pieces, read together, amount to a tale of two temples and the ripple effects of altering their physical and natural environments. Continue Reading →
…most residents of Trivandrum had not been clamoring for the temple’s vaults to be searched. This had initially puzzeled me. In America…it’s inconceivable that a mysterious, locked door would be left alone. (Recall Geraldo Rivera breaking into Al Capone’s vault, in the nineteen-eighties). But in India the wealth stored in the vaults of Hindu temples is viewed in largely spiritual, not monetary, terms…
****
…Men and women will carry back to their small villages and towns tales of the Grand Mosque’s splendor, which is the reward sought by every Muslim ruler who alters the mosque…
The New Yorker has been cleaning up in the religion-writing sweepstakes these past few weeks, particularly with two pieces that raise fascinating questions about wealth, expenditure and the preservation—or radical renovation—of sacred sites. If you missed them, it’s worth circling back. The pieces, read together, amount to a tale of two temples and the ripple effects of altering their physical and natural environments. Continue Reading →