Introduction: Africa’s Muslim Institutions of Higher Learning: Moving Forward
In recent years, the subject of Muslim education has become central in the public debate on tolerance, violence, and global peace (Hefner and Zaman 2007). Much of the debate centers on the role of Islamic education in religious violence, the type of curriculum used in Muslim schooling, the political effects of madrasa education, and so on (Talbani 1996; Tayob 2011; Gereluk 2012). Although there is much to be gained from this thematic treatment of Muslim education, it also neglects a much-needed examination of the development and the role ofmodern Muslim institutions ofhigher learning (MIHL) in this area.
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