ABSTRACT
This chapter highlights the pedagogical rationales and curricular activities that guided education for Muslims during the colonisation, apartheid and democratisation periods. It examines the implications of an integrated understanding of madrasah education for Muslim pedagogy. The education for Muslims during the period of colonisation was influenced mostly by adherence to authority and learning through transmission as is evident from the number of individuals who actually committed the Qur'an to memory. The state's apartheid military machine wasted no time to quell any form of student revolt as is evident from the 1976 student uprisings which opened the world's eyes to state brutality and hostility against any form of opposition to the state's hegemony. The conditional autonomy of private Muslim schools is related to their implementation of the National Curriculum Statement (NCS) as expected by the Ministry of Education together with their own religious programmes.
