United States, Islamic Schools in

A Conjuncture of Traditions

Though the traditional Islamic educational system has exhibited a high degree of regional and historical diversity, underlying this diversity has been a common core that allows for the discussion of a tradition based on common beliefs (tawhid or Divine Oneness, nubuwwah or prophecy, ma'ad or eschatology), rites (arkan or the Five Pillars of Islam), and ethical norms (adab). The basis of this tradition is the Qur'an, and its principal means of transmission, other than the mosque, has traditionally been either the kuttab or madrasah, both of which exist today. The purpose of the kuttab has been to provide children with the foundations necessary for the practice of their faith, especially Qur'anic memorization, recitation, and the ability to read Arabic. The madrasah, on the other hand, has traditionally prepared Islamic professionals and focuses on the study of tafsir (Qur'anic exegesis), the Hadith (sayings of the prophet), shari'a (Islamic law), fiqh (Islamic jurisprudence), and a variety of other subjects.

If the madrasah and kuttab systems represent traditional forms of Islamic schooling, then Islamic schools in the United States represent their reinvention within the social and cultural constraints of the American educational system—especially its unique tradition of parochial schooling. To be sure, U.S. Islamic schools resemble other parochial schools far more than they do any number of Islamic educational institutions on the other side of the Atlantic. First, reasons and motivations for establishing Islamic private schools reflect those Jews and Catholics had for establishing their own schools at the turn of the 20th century—namely, protection from discrimination and the preservation of identity. Second, like contemporary Catholic and Jewish parochial schools, Islamic schools teach a standard secular curriculum alongside a religious one—formally through courses in Arabic, Islamic studies, and Islamic history, and informally through [Page 2246]the provision of an Islamic environment comprising dress codes, the maintenance of Islamic gender norms, dietary prohibitions, daily prayer, and the observance of Islamic holidays. Like other parochial schools, such a religious upbringing is tied to the development of moral character, citizenship, and academic achievement. Finally, like all U.S. private schools, they are funded exclusively by tuition and/or endowment. This contrasts with many European countries where private schools are state-regulated and either partially or wholly funded by tax dollars. It is in part due to this unique tradition of parochial schooling that Islamic schools have flourished in the United States more than any other Western nation.

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