In this Book
Faithful Education: Madrassahs in South Asia
Book
2008
Published by:
Rutgers University Press
summary
In the wake of the terrorist attacks on September 11, 2001, discussions on ties between Islamic religious education institutions, namely madrassahs, and transnational terrorist groups have featured prominently in the Western media. In the frenzied coverage of events, however, vital questions have been overlooked: What do we know about the madrassahs? Should Western policy-makers be alarmed by the recent increase in the number of these institutions in Muslim countries? Is there any connection between them and the "global jihad"? Ali Riaz responds to these questions through an in-depth examination of the madrassahs in Pakistan, Bangladesh, and India. The first book to examine these institutions and their roles in relation to current international politics, Faithful Education will be of interest to policy-makers, researchers, political analysts, and media-pundits. It will also be important reading for undergraduate and graduate students of political science, international affairs, history, South Asian studies, religious studies, and journalism.
Table of Contents
Frontmatter
Contents
List of Maps and Tables
pp. ix-x
Acknowledgments
pp. xi-xii
Introduction. Why Study Madrassahs?: Understanding the Importance of Islamic Seminaries
pp. 1-19
Chapter 1. Madrassahs: Little Known, Much Discussed
pp. 20-51
Chapter 2. The Genesis and the Trajectories
pp. 52-78
Chapter 3. Pakistan: The Madrassah as a Mirror of Society
pp. 79-115
Chapter 4. Bangladesh: A Tale of Two Systems
pp. 116-161
Chapter 5. India: Diversity and Changes in Madrassahs
pp. 162-189
Chapter 6: Reforming Madrassahs
pp. 190-221
Chapter 7. Where To?
pp. 222-226
Notes
pp. 227-258
Bibliography
pp. 259-278
Index
pp. 279-289
About the Author
pp. 291-291
| ISBN | 9780813545622 |
|---|---|
| Related ISBN(s) | 9780813543451 |
| MARC Record | Download |
| OCLC | 289932396 |
| Pages | 304 |
| Launched on MUSE | 2012-01-01 |
| Language | English |
| Open Access | No |


