South Africa’s Institutions of Higher Learning

As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities a...

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Autor principal:	Muhammed Haron
Formato:	article
Lenguaje:	EN
Publicado:	International Institute of Islamic Thought 2014
Materias:	South Africa, tertiary institutions, study of Islam, social change, insider/outsider Islam BP1-253
Acceso en línea:	https://doaj.org/article/77624f57d028439483522ba1184bb9ed
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spelling	oai:doaj.org-article:77624f57d028439483522ba1184bb9ed2021-12-02T17:26:12ZSouth Africa’s Institutions of Higher Learning10.35632/ajis.v31i3.2842690-37332690-3741https://doaj.org/article/77624f57d028439483522ba1184bb9ed2014-07-01T00:00:00Zhttps://www.ajis.org/index.php/ajiss/article/view/284https://doaj.org/toc/2690-3733https://doaj.org/toc/2690-3741 As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities as well as Christian seminaries, Muslim communities have clamored for the appointment of Muslim staff at universities to teach courses on Islam. On the whole, these educational developments bode well for the teaching and studying of Islam regionally, even though the purpose and objectives for doing so differ radically from one institution to the other. This essay first seeks to offer a brief insight into the teaching of “Islam” as a subject in theological/oriental/religious studies programs; it thereafter reflects upon “Islamic studies” as a social science discipline that has been included in the social science and humanities syllabus. It focuses on the BA Honors program to show the themes chosen for these programs and how scholars redesigned and changed these programs to meet modern needs. Apart from using “social change” as its theoretical framework, it also brings en passantinto view the insider/outsider binary that further frames the debates regarding the teaching and studying of Islam at these institutions in southern Africa generally and South Africa in particular. Muhammed HaronInternational Institute of Islamic ThoughtarticleSouth Africa, tertiary institutions, study of Islam, social change, insider/outsiderIslamBP1-253ENAmerican Journal of Islam and Society, Vol 31, Iss 3 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	South Africa, tertiary institutions, study of Islam, social change, insider/outsider Islam BP1-253
spellingShingle	South Africa, tertiary institutions, study of Islam, social change, insider/outsider Islam BP1-253 Muhammed Haron South Africa’s Institutions of Higher Learning
description	As a discipline, “Islamic studies” has attracted serious attention by a number of institutions of higher learning in predominantly nonMuslim societies. While southern Africa’s communities witnessed the inclusion of “Islam” as a subject in the faculties of theology at various regional universities as well as Christian seminaries, Muslim communities have clamored for the appointment of Muslim staff at universities to teach courses on Islam. On the whole, these educational developments bode well for the teaching and studying of Islam regionally, even though the purpose and objectives for doing so differ radically from one institution to the other. This essay first seeks to offer a brief insight into the teaching of “Islam” as a subject in theological/oriental/religious studies programs; it thereafter reflects upon “Islamic studies” as a social science discipline that has been included in the social science and humanities syllabus. It focuses on the BA Honors program to show the themes chosen for these programs and how scholars redesigned and changed these programs to meet modern needs. Apart from using “social change” as its theoretical framework, it also brings en passantinto view the insider/outsider binary that further frames the debates regarding the teaching and studying of Islam at these institutions in southern Africa generally and South Africa in particular.
format	article
author	Muhammed Haron
author_facet	Muhammed Haron
author_sort	Muhammed Haron
title	South Africa’s Institutions of Higher Learning
title_short	South Africa’s Institutions of Higher Learning
title_full	South Africa’s Institutions of Higher Learning
title_fullStr	South Africa’s Institutions of Higher Learning
title_full_unstemmed	South Africa’s Institutions of Higher Learning
title_sort	south africa’s institutions of higher learning
publisher	International Institute of Islamic Thought
publishDate	2014
url	https://doaj.org/article/77624f57d028439483522ba1184bb9ed
work_keys_str_mv	AT muhammedharon southafricasinstitutionsofhigherlearning
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South Africa’s Institutions of Higher Learning

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