Disembodied Knowledge?
Disembodied Knowledge?
“Reform” and Epistemology in Senegal, 1945–Present
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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