| Abstract: | Koranic schools are not the often described immutable institution. They must be placed in time and space, in the light of the cultures and sociopolitical processes conditioning them. Reserved for a long time for the political and social elites in cities on islands and along the coast of the Indian Ocean, religious education became democratic when Islam spread on the continent in the 19th century. Community responses, especially among persons from the Indian subcontinent, have often associated Koranic education with secular education. Depending on the countries in eastern Africa and the western Indian Ocean, other responses were given during the colonial period before national Muslim associations in the new states became active in this matter by taking into account the growing 'marginalization' of Muslims. What is under way must be related to processes of national and international integration, as can be seen through the increasing efforts of Islamic foundations to mix the two types of education. [abstract journal] |
Islam in Africa 
Periodical article
