Madrasas, State Regulation and Governance in West Africa: A Comparative Perspective

Abstract

Summary Islamic educational institutions (both formal and non-formal) in West Africa are rooted in a rich and centuries-old history. Research on Islamic educational institutions has gained momentum in the wake of the September 11, 2001, terrorist attacks, with a focus on security in the face of rising violent extremism. While this book acknowledges the richness of the existing literature, it highlights a gap in the discussion regarding state regulation and governance of these institutions. Adopting a comparative and qualitative methodology, the chapters draw on fieldwork, interviews, and ethnographic approaches to capture the perspectives of key stakeholders in Nigeria, Ghana, Benin, The Gambia, Mali, Niger, and Côte d’Ivoire. Through these case studies, the book highlights the diversity and pluralism of madrasa systems in terms of structure, funding, and curricula. Three key conclusions emerge from the chapters as a whole. First, they acknowledge that colonialism played a major role in the marginalization of madrasas, whether in their traditional, non-formal structure or in the formal organization that characterizes the current madrasa system in West Africa. Second, they uncover the wave of renewal sweeping through Muslim communities in West Africa and assert that these Islamic renewal movements are largely rooted in the introduction of new doctrines/canons/practices of Islam, more closely associated with a reformist movement with puritanical tendencies. Third, all chapters emphasize the lack of a direct causal link between madrasas and violent extremism, while noting that weak regulation, external funding, and ideological conflicts create vulnerabilities. The book concludes by emphasizing the need for balanced state oversight that recognizes the social importance of Islamic education while ensuring that it does not become a vehicle for radicalization.