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Boyle, Helen N. – Comparative Education Review, 2019
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"…
Descriptors: Religious Education, Epistemology, Foreign Countries, Islam
Boyle, Helen N. – 2001
For centuries, Morocco has had a dynamic network of Qur'anic schools, serving children from elementary age through adulthood. Qur'anic schools are religious schools that facilitate memorization of the Qur'an through teaching children to pronounce and recite the Qur'an according to an accepted recitational style. Despite 44 years of French…
Descriptors: Classroom Techniques, Colonialism, Comparative Analysis, Foreign Countries
Boyle, Helen N. – Comparative Education Review, 2006
In recent years, the purpose and methods of Islamic schools have received increased scrutiny from non-Muslim and Muslim leaders as well as the Western media, often leading to negative publicity, criticisms, and statements of official concern. The lack of appreciation of the distinction between radical and ordinary Islamic schools is due to a lack…
Descriptors: Foreign Countries, Public Education, Memorization, Islam