Education and madrassahs in South Africa: on preventing the possibility of extremism

Waghid, Yusef

doi:10.1080/01416200802661142

Cited by 20 publications

(20 citation statements)

References 6 publications

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“…This study builds on and extends current research about the historical linkages between Christian missions and the colonial state, the challenges of establishing the legitimacy of government institutions in SSA more generally, and the ways in which postcolonial states continue to rely on Christian church infrastructure in the administration of formal schooling (Freire ; Stambach , ; Woodberry ). The findings also coincide with multiple ethnographic studies that reveal Muslim and traditionalist parents’ reticence to fully embrace state‐sponsored schooling for their children (Dilger and Schulz ; Hartmann‐Mahmood ; Stambach , ; Waghid ); and they align more broadly with studies of how religion shapes politically and economically significant behaviors in SSA, from political interest to contraceptive use (Agadjanian, Yabiku, and Fawcett ; Manglos‐Weber , ; Trinitapoli and Weinreb ). Yet this study is also unique in looking directly at individual differences in schooling outcomes by religion across multiple countries.…”

Section: Discussionsupporting

confidence: 82%

“…These results should not be interpreted to mean that Muslims or traditionalists are necessarily opposed to education, however. The promotion of knowledge and critical thinking among both men and women is a central value in many Muslim communities (Hartmann‐Mahmood ; Rinaldo ; Waghid ). Rather, these results imply that many state school systems in SSA still have not established full and widespread legitimacy among the publics they purport to serve, and that religious identity is a factor that must be addressed as they pursue this goal.…”

Section: Discussionmentioning

confidence: 99%

“…At both national and local levels, therefore, there is an association between Christian groups and the state, which potentially discourages those of other religions from seeing state‐sponsored schools as legitimate. Religious minorities, primarily Muslims and those of traditional African religions, may also see these schools as somewhat legitimate but less so than other options (i.e., Islamic madrassahs and Koranic schools) that often predate mission schools in SSA and continue to exist and expand in some areas (Dilger and Schulz ; Robinson ; Stambach ; Umar ; Waghid ) . For these reasons, Muslims and those of traditional African faiths (traditionalists) may thus not prioritize state‐sponsored schooling to the same degree as Christians.…”

Section: Literature Reviewmentioning

confidence: 99%

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Identity, Inequality, and Legitimacy: Religious Differences in Primary School Completion in Sub‐Saharan Africa

Manglos-Weber

2017

Scientific Study of Religion

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This study uses survey data from 17 countries in Sub‐Saharan Africa, along with country‐level indicators, to examine the relationship between religious identity and the odds of completing primary schooling, as a key aspect of socioeconomic inequality. The results reveal a significant and robust schooling disadvantage for Muslims and those of traditional African faiths both relative to Christians at the aggregate level as well as within 13 country samples. This effect is seen in both rural and urban areas and is slightly smaller among men versus women, though it is still large and significant. The effect is also larger in countries in West Africa, with greater Muslim populations, with cooperative church‐state relations, and with mandatory religious education in schools. I interpret these results to indicate greater obstacles to the establishment of the legitimacy of the formal school system among Muslim and traditionalist families and communities, as a still troublesome legacy of the historical links between Christian missionization and the colonial project.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Identity, Inequality, and Legitimacy: Religious Differences in Primary School Completion in Sub‐Saharan Africa

Manglos-Weber

2017

Scientific Study of Religion

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“…Respect for others is an important feature of citizenship, allowing better integrating of individuals into a diverse community where social interactions occur on a daily basis. In other words, showing respect towards others is an important feature of citizenship (Waghid, 2009;Kubow, 2007). Only 27.8% students showed respect towards other people in a community, suggesting that they do not have information about the rights of other people.…”

Section: Findings and Discussionmentioning

confidence: 99%

Promoting active participation of children with intellectual disabilities in social activities through citizenship education in disability centers in Tabuk, Saudi Arabia

Alkahtani¹,

Al-Qahtani²

2017

Educ. Res. Rev.

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This study evaluates the positive impact of citizenship education in students with an intellectual disability in disability centers in Saudi Arabia. The understanding of citizenship rights is widely perceived to be helpful for the successful integration of disabled students in a diverse society. A qualitative close-ended questionnaire was used as a data collection tool to evaluate the citizenship knowledge of 6-12-year-old students who were randomly recruited from the disability centers in Tabuk, Saudi Arabia. The study revealed an average level of citizenship knowledge among the students with intellectual disabilities. The results of the present study are statistically significant and suggest the importance of reforms in the educational institutes of disabled students, in order to ensure the development of citizenship knowledge in these students and help them to be a part of a diverse society.

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“…Such a widespread focus on patriotic citizenship education (Waghid 2009) raises the concern that students may not learn to engage in deliberative discussions on controversial issues, a skill necessary for negotiating peace in a democracy and related to positive civic outcomes in international studies of civic education (Hahn 1998;Hess 2009;Torney-Purta, Schwille, and Amadeo 1999). Patriotic constructions of citizenship may compromise the abilities of students to advocate for their own rights as well as wider social justice in local, national, and global contexts (Enslin and Divala 2008).…”

Section: Citizenship Education In African Contextsmentioning

confidence: 99%

‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

Quaynor

2014

Journal of Peace Education

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Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to produce engaged, effective citizens, teachers should have pedagogic support to confront the differences between the implemented curriculum and students' lived experiences. Peace education in such contexts must include equipping students to seek justice. Furthermore, because possibilities for civic education are embedded in students' local and national contexts, current global civic education initiatives must be adaptive to local realities.

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Education and madrassahs in South Africa: on preventing the possibility of extremism

Cited by 20 publications

References 6 publications

Identity, Inequality, and Legitimacy: Religious Differences in Primary School Completion in Sub‐Saharan Africa

Identity, Inequality, and Legitimacy: Religious Differences in Primary School Completion in Sub‐Saharan Africa

Promoting active participation of children with intellectual disabilities in social activities through citizenship education in disability centers in Tabuk, Saudi Arabia

‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

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