ABSTRACT
This chapter focuses on the theoretical development of Islamic education models in North America as opposed to the actual practice of individual schools. In post-colonial Muslim scholarship, other attempts were made, largely under the auspices of the Islamization of Knowledge movement, to re/define aims and objectives of Islamic education with a particular reactionary underpinning. In the history of Islamic school growth in North America, there have been numerous attempts at developing and defining a unique model of Islamic education through a curriculum. Early schools relied more heavily on existing public school curricula, with an appendage of Arabic and Islamic studies as single courses. In the post-colonial era, numerous attempts to revive, redefine, and simply hold on to Islamic faith practice have been articulated. Terminologies and ideologies certainly overlap and transcend one another. The development of contemporary Islamic ideologies took shape between the 1920s and 1940s.
