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Strategies of adaption and dissociation
Islamic missionary groups from South Asia in the European diaspora – the Tablighi Jama’at and the Da’wat-i Islami

Islamic Training Institutes in Germany
links to Training Institutes in the Middle East and Europe

Between participation and disengagement
The Muslim minority and its schools in South Africa and Europe

Islamism, the Reform of Islam, and Civil Religion in France

„Pioneers of 'Euro-Islam'“?
The role of Muslim women in the Milli Görüs. Crossed views: Germany-Turkey

The Ahmadiya in Germany
Areas of conflict between Islamic identity and secular embedment


Between participation and disengagement

The Muslim minority and its schools in South Africa and Europe

, University of Hamburg

The project will carry out a comparative analysis of the political and legal status of Muslim minorities in South Africa and Europe. It takes into account the strategies applied by Muslim communities to establish and nurture religious institutions in a Western and liberal state. The analysis will illustrate the insights European states stand to gain from the South African experience of introducing extended minority rights.

South Africa and Europe will be compared in a case study on the practical application of constitutional minority rights to the Islamic education system. By conducting research in Islamic schools in South Africa, England and Holland the project aims to establish the role these institutions play in different cultural and political settings. The question of whether Islamic schools promote processes of identity formation in a democratic society or lead to disengagement from the majority society wil be analysed in particular. Furthermore, the international exchange of Muslim organisations in the field of Islamic education will be highlighted to investigate how certain religious groups and movements exert mutual religious and idealogical influence.

Islamic schools in England, Holland and South Africa have mushroomed in recent years but have not been analysed in a comparative perspective. Yet Islamic schools in South Africa and England show cultural and religious parallels: in both cases schools are attended by learners predominantly from the Indian subcontinent and are affiliated to Islamic movements and organisations that operate in both countries, such as the Tablighi Jamaat and the Deobandi movement.

For the comparative analysis of constitutional and institutional aspects of minority rights in South Africa and Germany, published and unpublished material will be analysed using critical-hermeneutical methodology. Further, qualitative interviews will be conducted with law experts on constitutional rights, as well as with politicians and representatives of Muslim organisations.

The study of Islamic schools in South Africa, England and Holland will include two schools in each country. Interviews will be carried out with teachers, learners and representatives of the respective Ministries of Education. Project results will be documented in a special study and the findings presented at a conference in Hamburg at the beginning of 2009. Moreover, the researcher will participate in seminars of the Faculty of Education at the University of Hamburg.


BMBF - Bundesministerium für Bildung und Forschung   ZMO -Zentrum Moderner Orient   Universität Hamburg   Europa-Universität Viadrina Frankfurt (Oder)   Martin-Luther-Universität Halle-Wittenberg

Funded by the German Federal Ministry of Education and Research. Copyright © Leibniz-Zentrum Moderner Orient