Registered Medersas in Mali: Effectively Integrating Islamic and Western Educational Epistemologies in Practice

Autor/in	Boyle, Helen N.
Titel	Registered Medersas in Mali: Effectively Integrating Islamic and Western Educational Epistemologies in Practice
Quelle	In: Comparative Education Review, 63 (2019) 2, S.145-165 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
Schlagwörter	Religious Education; Epistemology; Foreign Countries; Islam; Memorization; Western Civilization; Educational Philosophy; Parent Attitudes; Teaching Methods; Spiritual Development; Muslims; Accountability; Educational Attainment; Employment Potential; Parent Aspiration; Elementary Education; Educational History; Public Schools; Institutional Autonomy; Mali + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Erkenntnistheorie; Ausland; Gedächtnistraining; Bildungsphilosophie; Erziehungsphilosophie; Elternverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Muslim; Muslimin; Verantwortung; Bildungsabschluss; Bildungsgut; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Elternwille; Elementarunterricht; History of education; Bildungsgeschichte; Public school; Öffentliche Schule; Institutionelle Autonomie
Abstract	This article examines "government-registered medersas" in Mali and suggests that their appeal and expansion are due to their unique and innovative integration of Western and Islamic educational epistemologies (not simply subjects). Registered medersas respond to parental demands for the early introduction of "secular" knowledge, alongside Qur'anic memorization. Secular subjects have not overwhelmed the schools' focus on spiritual development and discipline, even as they feature more Western organizational features and teaching methods. The value placed on secular subjects by parents signals their newer and expanded views on the purpose of schooling. Further, parents viewed registered medersas as accountable to them in terms of ensuring student learning, both in secular subjects and appropriate Muslim behavior and in ensuring the ability of students to continue their schooling beyond the primary level (and ultimately find productive work). Finally, because of their unique history, the regulatory environment in which registered medersas operate is significantly more autonomous and efficient than regular public schools in Mali. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01