Culture, identity and Islamic schooling in the West: What role should the state play

In light of the growing phenomenon of Islamic schools in the United States and Europe, I will endeavor to determine whether these schools share similar traits with other religious schools while posing new challenges to education policy. To situate the philosophical discussion properly, I will first elaborate an ideal type of Islamic philosophy of education in order to examine the specific challenges that Islamic schools face. Next, I will compare the different educational realities facing Muslim populations in three countries: the Netherlands, Belgium and the United States.; More broadly, I will consider whether the aims of religious schools are compatible with those of liberal educational theory. Thus, because of its importance in parental justifications for religious schooling, I will scrutinize cultural coherence theory. This analysis will entail two parts. First, I will ascertain whether parents' rights to pass along their values and life projects potentially interfere with the long-term interests of children, or possibly enhance their autonomy-facilitating capacity. Furthermore, I will determine whether there are defensible reasons for promoting the culture and values of parents in the schooling of children. I will argue that parents have the prerogative to educate their children in Islamic schools with the proviso that (a) these schools promote the kind of learning (and learning environment) that speaks to the immediate and future interests of the child (and I will examine what those interests are), and (b) that Islamic schools promote a form of citizenship that is compatible with the greater society. Finally, I will closely examine questions of state control and constitutional provision for religious schools. Notwithstanding formidable obstacles, I nevertheless argue for state funding and oversight of religious schools in the United States on the grounds that the State owes equal attention to the education of all children if it is to be serious about equity and equal opportunity. This study is therefore a serious attempt to grapple with many realities facing philosophers of education, religious schools, and educational policy makers. Because Islamic education in the West is in its infancy, this study will provide an illuminating analysis of its potential challenges, viability, and promise.