ABSTRACT
This chapter details the opening of schools like the one just described as a starting point to explore wider questions about the relationship between a diaspora optic and Islamic education systems. It explores what integrating a diaspora perspective into the study of Islamic education systems could reveal and, vice versa, what we could learn from anchoring questions about religious learning more thoroughly within the study of migration and diaspora. The chapter investigates what points of contact exist between migration, diaspora and Islamic education, and how the existing literature has accounted for these. It presents the additional questions and perspectives that a more thoroughgoing conversation between the literature on Islamic education and that on migration and diaspora could open up. M. Bolognani's research with second-generation Pakistani youths in Britain suggests that there is no inevitable relationship between fostering transnational connections and religious continuity.
