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The Walking Qur'anIslamic Education, Embodied Knowledge, and History in West Africa$
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Rudolph T. Ware

Print publication date: 2014

Print ISBN-13: 9781469614311

Published to North Carolina Scholarship Online: September 2014

DOI: 10.5149/northcarolina/9781469614311.001.0001

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Disembodied Knowledge?

Disembodied Knowledge?

“Reform” and Epistemology in Senegal, 1945–Present

Chapter:
(p.203) 5 Disembodied Knowledge?
Source:
The Walking Qur'an
Author(s):

Rudolph T. Ware III

Publisher:
University of North Carolina Press
DOI:10.5149/northcarolina/9781469614311.003.0006

This chapter resumes the narrative in the period of decolonization after World War II and follows it through Senegalese independence in 1959 and up to the present. The quarantine of Islam Noir had helped safeguard classical approaches to Islamic knowledge in Senegal from the instrumentalization of Muslim schooling that touched other parts of the Muslim world. New “Arabic schools”—as they are usually called in Senegal—arrived late and have not displaced Qurʾan schools. Instead of withering, the latter have thrived, assimilating elements of modern epistemology instead of being assimilated into it. Quotidian struggles over schooling in contemporary Senegal are producing hybrid approaches to knowing that stretch the interpretive capacities of standard oppositional models of Sufism and Salafism, tradition and reform.

Keywords:   Senegal, Islam, Muslim schooling, Qurʾan schools, Islamic knolwedge, Arab schools

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