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<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="VojM0YDSgqSsuyIkDLqz1Bhqn/7CXQEtmXi7nKLe/MX7deh22YH6cI1agRmeNNFadmj+kcQvIWs6eerpPIrQSw==" /> <meta name="citation_title" content="Muslim education in democratic South Africa: Convergence or divergence of religion and citizenship" /> <meta name="citation_publication_date" content="2019/01/01" /> <meta name="citation_journal_title" content="Journal of Education in Muslim Societies" /> <meta name="citation_author" content="Nuraan Davids" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/41430480/Muslim_education_in_democratic_South_Africa_Convergence_or_divergence_of_religion_and_citizenship" /> <meta name="twitter:title" content="Muslim education in democratic South Africa: Convergence or divergence of religion and citizenship" /> <meta name="twitter:description" content="South Africa&#39;s transition into a democracy signalled many new beginnings to different people, and communities. For the Muslim community, a new democracy beckoned an untraversed path of identity and expression-one unshielded by the seclusion," /> <meta name="twitter:image" content="https://0.academia-photos.com/2710429/14343796/39957167/s200_nuraan.davids.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/41430480/Muslim_education_in_democratic_South_Africa_Convergence_or_divergence_of_religion_and_citizenship" /> <meta property="og:title" content="Muslim education in democratic South Africa: Convergence or divergence of religion and citizenship" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="South Africa&#39;s transition into a democracy signalled many new beginnings to different people, and communities. 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For the Muslim community, a new democracy beckoned an untraversed path of identity and expression-one unshielded by the seclusion," /> <title>(PDF) Muslim education in democratic South Africa: Convergence or divergence of religion and citizenship | Nuraan Davids - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/41430480/Muslim_education_in_democratic_South_Africa_Convergence_or_divergence_of_religion_and_citizenship" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732473839000); window.Aedu.timeDifference = new Date().getTime() - 1732473839000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"South Africa\u0026amp;#39;s transition into a democracy signalled many new beginnings to different people, and communities. For the Muslim community, a new democracy beckoned an untraversed path of identity and expression-one unshielded by the seclusion, unintentionally provided through apartheid. The changes, while not immediately obvious, were profound nevertheless-no more so than within a new realm of desegregated schools. The extensive migratory patterns of learners to previously \u0026amp;#39;off-limits\u0026amp;#39; schools soon revealed another pattern of exit. The more public schools diversified, the greater the increase in the number of faith-based schools. Although small in relation to the total number of independent schools, the percentage of Muslim schools was significantly higher than the proportion of Muslims in the South African population. In \u0026amp;#39;mapping the terrain\u0026amp;#39; of Muslim education in post-apartheid South Africa, the interest of this article lies, firstly, in understanding the motivation for the proliferation of Muslim schools. Secondly, how might the prevalence of faith-based schools enhance South Africa\u0026amp;#39;s democratic project?","author":[{"@context":"https://schema.org","@type":"Person","name":"Nuraan Davids"}],"contributor":[],"dateCreated":"2019-12-26","dateModified":"2019-12-26","datePublished":"2019-01-01","headline":"Muslim education in democratic South Africa: Convergence or divergence of religion and citizenship","inLanguage":"en","keywords":["Islamic Education","Democratic citizenship education"],"locationCreated":null,"publication":"Journal of Education in Muslim Societies","publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/41430480/Muslim_education_in_democratic_South_Africa_Convergence_or_divergence_of_religion_and_citizenship","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":"sun"}]}</script><link rel="stylesheet" media="all" 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F41430480%2FMuslim_education_in_democratic_South_Africa_Convergence_or_divergence_of_religion_and_citizenship%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F41430480%2FMuslim_education_in_democratic_South_Africa_Convergence_or_divergence_of_religion_and_citizenship%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":61609500,"identifier":"Attachment_61609500","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":41430480,"created_at":"2019-12-26T02:34:21.152-08:00","from_world_paper_id":null,"updated_at":"2021-01-13T09:27:11.436-08:00","_data":{"issue":"1","volume":"1","abstract":"South Africa's transition into a democracy signalled many new beginnings to different people, and communities. For the Muslim community, a new democracy beckoned an untraversed path of identity and expression-one unshielded by the seclusion, unintentionally provided through apartheid. The changes, while not immediately obvious, were profound nevertheless-no more so than within a new realm of desegregated schools. The extensive migratory patterns of learners to previously 'off-limits' schools soon revealed another pattern of exit. The more public schools diversified, the greater the increase in the number of faith-based schools. Although small in relation to the total number of independent schools, the percentage of Muslim schools was significantly higher than the proportion of Muslims in the South African population. In 'mapping the terrain' of Muslim education in post-apartheid South Africa, the interest of this article lies, firstly, in understanding the motivation for the proliferation of Muslim schools. Secondly, how might the prevalence of faith-based schools enhance South Africa's democratic project?","page_numbers":"44-59","publication_date":"2019,,","publication_name":"Journal of Education in Muslim Societies"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Muslim education in democratic South Africa: Convergence or divergence of religion and citizenship","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [2710429]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":61609500,"attachmentType":"pdf"}"><img alt="First page of “Muslim education in democratic South Africa: Convergence or divergence of religion and citizenship”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/61609500/mini_magick20191226-3562-masjjy.png?1577358047" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Muslim education in democratic South Africa: Convergence or divergence of religion and citizenship</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="2710429" href="https://sun.academia.edu/NuraanDavids"><img alt="Profile image of Nuraan Davids" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/2710429/14343796/39957167/s65_nuraan.davids.jpg" />Nuraan Davids</a></div><p class="ds-work-card--detail ds2-5-body-sm">2019, Journal of Education in Muslim Societies</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">South Africa's transition into a democracy signalled many new beginnings to different people, and communities. For the Muslim community, a new democracy beckoned an untraversed path of identity and expression-one unshielded by the seclusion, unintentionally provided through apartheid. The changes, while not immediately obvious, were profound nevertheless-no more so than within a new realm of desegregated schools. The extensive migratory patterns of learners to previously 'off-limits' schools soon revealed another pattern of exit. The more public schools diversified, the greater the increase in the number of faith-based schools. Although small in relation to the total number of independent schools, the percentage of Muslim schools was significantly higher than the proportion of Muslims in the South African population. In 'mapping the terrain' of Muslim education in post-apartheid South Africa, the interest of this article lies, firstly, in understanding the motivation for the proliferation of Muslim schools. Secondly, how might the prevalence of faith-based schools enhance South Africa's democratic project?</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":61609500,"attachmentType":"pdf","workUrl":"https://www.academia.edu/41430480/Muslim_education_in_democratic_South_Africa_Convergence_or_divergence_of_religion_and_citizenship"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":61609500,"attachmentType":"pdf","workUrl":"https://www.academia.edu/41430480/Muslim_education_in_democratic_South_Africa_Convergence_or_divergence_of_religion_and_citizenship"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="61609500" data-landing_url="https://www.academia.edu/41430480/Muslim_education_in_democratic_South_Africa_Convergence_or_divergence_of_religion_and_citizenship" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="53213756" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/53213756/Muslim_Schools_in_South_Africa_between_Social_Integration_and_Islamization">Muslim Schools in South Africa between Social Integration and Islamization</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="241149" href="https://uct.academia.edu/AbdulkaderTayob">Abdulkader Tayob</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Impulse fuer die Migrationsgesellschaft: Bildung, Politik und Religion, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">Muslim schools founded in South Africa since the 1980s face two imperatives of integration – into the broader society, and into a framework of new Islamic schooling. This paper discusses these two imperatives, showing that national integration and Islamization take on very distinctive forms. It also argues that demands for integration are seldom focussed on one path. There are more than one imperatives placed upon schools, and they have to balance between these. Christian, Jewish, Islamic and other culturally based schools are constantly changing and evolving. At the same, they have to integrate in nations and societies that are constantly being re-imagined.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Muslim Schools in South Africa between Social Integration and Islamization","attachmentId":70108422,"attachmentType":"pdf","work_url":"https://www.academia.edu/53213756/Muslim_Schools_in_South_Africa_between_Social_Integration_and_Islamization","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/53213756/Muslim_Schools_in_South_Africa_between_Social_Integration_and_Islamization"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="9108456" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/9108456/Expressing_post_secular_citizenship_a_sociological_exposition_of_Islamic_education_in_South_Africa">Expressing post-secular citizenship : a sociological exposition of Islamic education in South Africa</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3418066" href="https://independent.academia.edu/ZahraaMcDonald">Zahraa McDonald</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Increasingly religion is recognised within public debate, as realising the post-secular according to Habermas. Furthermore for Habermas citizen participation is possible via publics that are literary which operate within the public sphere that is in turn open to all citizens. On the other hand when individuals, while being religious, are educated in so called closed Islamic educational institutions, it has been argued that they retreat from public life. In effect this would mean that although Muslims may be citizens with access to the public sphere, when they choose to be educated in Islamic institutions participation in debate is inhibited. Institutions of Islamic education for women, where secular education is regarded to have less importance, are especially noted to eschew participation in national life. Learners and parents at institutions of Islamic education are however shown to desire involvement in a broader social life, but also maintain their Islamic values and principles. This thesis thus asks if Islamic education for women can allow for the expression of post-secular citizenship. The secularisation theory, deprivatisation, as well as the post-secular construct as defined in this thesis are unable to explain how individuals, while they are religious, may be able to participate in public life. Weber‟s thesis in the Protestant Ethic and Spirit of Capitalism illustrates how individuals while they are religious can direct public debate. Protestants were able to do so due to the fact that their rational religious ethic altered their behaviour according to a particular set of patterned actions. A catalyst to patterned action premised on religion, according to Weber, is doctrinal development – the systematising of religious concepts within religious texts – in particular canonical and dogmatic texts or writing. In addition, vernacular writings are also established as an element of doctrinal development, specifically its ability to communicate a set pattern of behaviour to the laity. In the process of developing a doctrine, individuals also constitute a literary public because both require similar activities – writing texts and then reading as well as discussing them. The thesis then contends that one way to assess whether Islamic education can allow for post-secular citizenship is to determine whether it contributes to doctrinal development. In this way those who are educated in Islamic education institutions could participation in the public sphere and express post-secular citizenship. The Deobandi education movement, demonstrated to be a dominant Islamic doctrine in South Africa in relation to public participation, is then found to be involved in doctrinal development. An effect of doctrinal development, the rationalisation of religion, realises a set pattern of action. Doctrinal development can thus also spawn Muslim publics – those who act according to an interpretation of Islam in a public space. The thesis relates, from literature on women‟s Deobandi institutions, that patterned behaviour intent on engendering a particular interpretation of Islamic womanhood can be seen as reflected in the public sphere. Further research at Deobandi Islamic education institutions for women is thus advocated to explore the phenomenon. Data were gathered at an institution of Islamic education for adolescent women, Warda Madrasa (WM), finding a strong association with the Deobandi education movement. In addition a set pattern of action or behaviour is endorsed at WM via a particular corpus of texts. Findings from the data presented that was gathered at WM strongly tie the institution to the development of a doctrine, Muslim public and literary public. Moreover the findings point to an additional element in doctrinal development, through patterned action – specifically purdah, engendered at institutions such as WM. Purdah allows the body to be read like a book; to become a bodily text and thus bringing an interpretation of Islam into a public space and directing debate in the public sphere. As such, the thesis concludes, Islamic education for women in South Africa can allow for the expression of post-secular citizenship.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Expressing post-secular citizenship : a sociological exposition of Islamic education in South Africa","attachmentId":37017607,"attachmentType":"pdf","work_url":"https://www.academia.edu/9108456/Expressing_post_secular_citizenship_a_sociological_exposition_of_Islamic_education_in_South_Africa","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" 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href="https://www.academia.edu/36107542/_New_histories_of_education_in_South_Africa_authors_reflections_on_Schooling_Muslims_in_Natal"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="117072178" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/117072178/Muslim_schooling_in_South_Africa_and_the_need_for_an_educational_crisis">Muslim schooling in South Africa and the need for an educational crisis?</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2710429" href="https://sun.academia.edu/NuraanDavids">Nuraan Davids</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Educational Philosophy and Theory, 2021</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Muslim schooling in South Africa and the need for an educational crisis?","attachmentId":113028326,"attachmentType":"pdf","work_url":"https://www.academia.edu/117072178/Muslim_schooling_in_South_Africa_and_the_need_for_an_educational_crisis","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/117072178/Muslim_schooling_in_South_Africa_and_the_need_for_an_educational_crisis"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="1646319" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1646319/Muslim_Community_Schools_in_Cape_Town_exemplifying_adaptation_to_the_democratic_landscape">Muslim Community Schools in Cape Town: exemplifying adaptation to the democratic landscape</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1072318" href="https://independent.academia.edu/AslamFataar">Aslam Fataar</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Annual Review of Islam in South Africa, 2003</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" 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data-collection-position="5" data-entity-id="11665893" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/11665893/Muslim_Schools_Their_Formation_Development_and_Impact_on_Southern_African_communities">Muslim Schools: Their Formation, Development and Impact on Southern African communities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="682880" href="https://ub-bw.academia.edu/MuhammedHaron">Muhammed Haron</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Though Southern Africa may not be regarded as a multi-religious region as is the case in other parts of the (Western) world, it is among those regions that have adopted an open-door policy towards religious traditions. As a consequence, the regional governments have generally permitted the establishment of private religious educational institutions (such as the Muslim schools). In this presentation the focus intends to be on the Muslim educational institutions with specific reference to the primary/secondary Muslim schools that have been established. Whilst it will reflect on Muslim schools in South Africa as such, it however wishes to specifically zoom in on Botswana where such schools have been around for almost two decades and where they have made an indelible impression on the Gaborone community. Field of Research: Education, Schools, Southern Africa, South Africa, Botswana, Educational Development</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Muslim Schools: Their Formation, Development and Impact on Southern African communities","attachmentId":37119695,"attachmentType":"pdf","work_url":"https://www.academia.edu/11665893/Muslim_Schools_Their_Formation_Development_and_Impact_on_Southern_African_communities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/11665893/Muslim_Schools_Their_Formation_Development_and_Impact_on_Southern_African_communities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="109676650" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/109676650/From_Apartheid_to_democracy_Islam_in_South_Africa">From Apartheid to democracy: Islam in South Africa</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3923673" href="https://uni-erlangen.academia.edu/UrsulaG%C3%BCnther">Ursula Günther</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ISIM Newsletter, 2003</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"From Apartheid to democracy: Islam in South Africa","attachmentId":107730117,"attachmentType":"pdf","work_url":"https://www.academia.edu/109676650/From_Apartheid_to_democracy_Islam_in_South_Africa","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/109676650/From_Apartheid_to_democracy_Islam_in_South_Africa"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="13199381" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/13199381/Schooling_Muslims_in_Natal_Identity_State_and_the_Orient_Islamic_Educational_Institute">Schooling Muslims in Natal. Identity, State and the Orient Islamic Educational Institute</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="24797878" href="https://ukzn.academia.edu/GVahed">Goolam Vahed</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="14679085" href="https://johannesburg.academia.edu/ThembisaWaetjen">Thembisa Waetjen</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2015</p><p class="ds-related-work--abstract ds2-5-body-sm">The history of Muslim education in the east coast region of South Africa is the story of ongoing struggles by an immigrant religious minority under successive, exclusionary forms of state. Schooling Muslims in Natal traces the labours and fortunes of a set of progressive idealists who, mobilizing merchant capital, transoceanic networks and informal political influence, established the Orient Islamic Educational Institute in 1943 to found schools and promote a curriculum inclusive of secular subjects and Islamic teaching. Through the story of their Durban flagship project – the Orient Islamic School – this book recounts the changing politics of religious identity, education and citizenship in South Africa. From the late nineteenth century, Gujarati Muslim traders settling in the colony of Natal built mosques and madressas; their progeny carried on the strong traditions of community patronage and leadership. Aligned to Gandhi’s Congress initiatives for Indian civic recognition, they worked across differences of political strategy, economic class, ethnicity and religion to champion modern education for a ghettoised Indian diaspora. In common was the threat of a state that, long before the legal formation of apartheid, managed diversity in deference to white racial hysteria over ‘Indian penetration’ and an ‘Asiatic menace’. This is the story of confrontation, cooperation and compromise by an officially marginalized but still powerful set of ‘founding fathers’ who shaped local education and urban space as they integrated this region of Africa into the Indian Ocean world.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Schooling Muslims in Natal. 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