ABSTRACT
Islamic schools are widely seen as purposely denying students exposure to alternative traditions in the wider societal culture. Critics have accused them of exaggerating differences, intensifying resentments, and building wedges between nationalities, cultures, ethnicities, and religions. They suggest that these institutions are producing patterns of self-pity and self-ghettoization lead to “cultural divisiveness.” This chapter looks at the rationale behind the establishment of Islamic schools in North America. I will examine black (Nation of Islam) and immigrant Islamic schools and the evolution of the Muslim experience. Concerning the methodology, I have adopted a descriptive approach based on a literature review and on the analysis of the documents of Islamic schools (code of conduct, educational projects, mission, etc.). The rationale behind the establishment of Islamic schools is to preserve and protect a “traditional” inherited set of values and to construct a Western Islamic identity that embodies both Islamic and Western values. These schools are not homogeneous in their nature; they enjoy a rich diversity in their students’ body, theological doctrine, and cultural background.
