Islamic educational institutions have come under intense public scrutiny in recent years because of their perceived linkage to militancy. However, much of the research thus far has relied upon anecdotal accounts and investigative journalism. In particular, Pakistani madrassahs (or seminaries), have been the focus of much media coverage. This book aims to provide an empirically grounded analysis of madrassahs in Pakistan, thereby informing the larger discussion of the role of Islamic education in conflict causality. Unlike earlier books that have focused primarily on the curriculum of madrassahs, this manuscript provides a comprehensive examination of Islamic education as an integrated social movement. The ultimate aim of this study is to prevent the escalation of existing regional conflicts as well as the perceived conflict between Islam and the West, while providing guidance to policy makers regarding their attempts to reform educational institutions.
Readership: This manuscript would be of interest to academics, teachers, students and the general public alike since the issue of madrassahs has gained much media coverage and there are few detailed accounts of the situation, particularly within the larger context of Islamic education. Since the author is also a regular columnist for Pakistan's Daily Times, his name recognition could also help with marketing the volume.
Saleem. H Ali, Dr., University of Vermont
"Saleem Ali has brought together a great deal of useful information" - Francis Robinson, Times Literary Supplement
"This book makes a useful and important contribution to the body of writings, growing steadily since 9/11, concerned about linkages between madrasas and militancy." - Mohammad Talib, Journal of Islamic Studies
Preface Acknowledgements 1.: The Dynamics of Education and Conflict 2.: The Madrassah Phenomenon: Origin and Context 3.: Empirical Case Analyses: Ahmedpur East and Islamabad Capital Territory 4.: Madrassahs and Violence: is there a connection? 5.: Funding of Islamic Education 6.: Madrassahs and Modernity: the role of government and other stakeholders in conflict prevention 7.: Education, Development and Conflict prevention: The Role of Foreign Powers 8.: Ways to Reconcile Traditional Education with Modernity Appendix 1:: Data from 1994 study Appendix 2:: Dars-eNizami curriculum of madrassahs Appendix 3:: Administrative units in Punjab and rationale for delineation Appendix 4:: Madrassah Reform Strategy and Budget from the Government of Pakistan (5 year-plan) Appendix 5:: List of qualitative interviews conducted (in order of conversation) where interviewee agree to name being released Bibliography Index
