Humairaa Mayet | 3 March 2021
In an article for The Conversation – aptly titled ‘A critical look at what’s missing from Muslim education in South Africa’ – Professor Nuraan Davids, Professor of Philosophy of Education at Stellenbosch University, delved into the gaps present in Muslim schools across South Africa. Despite proffering relevant and valid critiques of the Muslim schooling system, Professor Davids received significant amounts of backlash from the Muslim community following the publishing of her article.
Speaking to Salaamedia’s Inayet Wadee on News and Views, Professor Davids addressed concerns she had discussed extensively in her article.
Under the apartheid regime, the mere establishment of Muslim schools was an act of resistance, and they existed to foster an Islamic ethos in Muslim students as they faced a deeply divided society.
Now, in a flourishing secular and pluralistic society in the age of democracy, a surge in faith-based institutions has been observed, and the number of Muslim schools in the country is burgeoning.
Despite, producing exceptional academic results, Muslim schools make use of rote learning and transmission teaching, techniques which do not involve critical thought; something necessary for integration into society.
“Academic achievement is just one aspect of what education is supposed to cultivate,” said Professor Davids.
Over and above facing difficulty integrating into society at large, the Muslim community in South Africa is characterized by the Indian-Malay dichotomy, as well as a lack of substantive integration of these two groups with black, African Muslim people. This, too, must be addressed if the Muslim community in South Africa is to progress successfully.
Watch the full interview below:
