Writing boards and blackboards are emblematic of two radically different styles of education in Islam. The essays in this lively volume address various aspects of the expanding and evolving range of educational choices available to Muslims in sub-Saharan Africa. Contributors from the United States, Europe, and Africa evaluate classical Islamic education in Africa from colonial times to the present, including changes in pedagogical methods-from sitting to standing, from individual to collective learning, from recitation to analysis. Also discussed are the differences between British, French, Belgian, and Portuguese education in Africa and between mission schools and Qur'anic schools; changes to the classical Islamic curriculum; the changing intent of Islamic education; the modernization of pedagogical styles and tools; hybrid forms of religious and secular education; the inclusion of women in Qur'anic schools; and the changing notion of what it means to be an educated person in Africa. A new view of the role of Islamic education, especially its politics and controversies in today's age of terrorism, emerges from this broadly comparative volume.

Highlights the role of transnational space making in the construction of diasporic Muridiyya identity. The construction of collective identity among the Muridiyya abroad is a communal but contested endeavor. Differing conceptions of what should be the mission of Muridiyya institutions in the diaspora reveal disciples' conflicting politics and challenge the notion of the order's homogeneity. While some insist on the universal dimension of Ahmadu Bamba Mbakke's calling and emphasize dawa (proselytizing), others prioritize preserving Muridiyya identity abroad by consolidating the linkages with the leadership in Senegal. Diasporic reimaginings of the Muridiyya abroad, in turn, inspire cultural reconfigurations at home. Drawing from a wide array of oral and archival sources in multiple languages collected in five countries, The Muridiyya on the Move reconstructs over half a century of the order's history, focusing on mobility and cultural transformations in urban settings. In this groundbreaking work, Babou highlights the importance of the dahira (urban prayer circle) as he charts the continuities and ruptures between Muridiyya migrations. Throughout, he delineates the economic, socio-political, and other forces that powered these population movements, including colonial rule, the economic crises of the postcolonial era, and natural disasters.

Highlights the role of transnational space making in the construction of diasporic Muridiyya identity. The construction of collective identity among the Muridiyya abroad is a communal but contested endeavor. Differing conceptions of what should be the mission of Muridiyya institutions in the diaspora reveal disciples' conflicting politics and challenge the notion of the order's homogeneity. While some insist on the universal dimension of Ahmadu Bamba Mbakke's calling and emphasize dawa (proselytizing), others prioritize preserving Muridiyya identity abroad by consolidating the linkages with the leadership in Senegal. Diasporic reimaginings of the Muridiyya abroad, in turn, inspire cultural reconfigurations at home. Drawing from a wide array of oral and archival sources in multiple languages collected in five countries, The Muridiyya on the Move reconstructs over half a century of the order's history, focusing on mobility and cultural transformations in urban settings. In this groundbreaking work, Babou highlights the importance of the dahira (urban prayer circle) as he charts the continuities and ruptures between Muridiyya migrations. Throughout, he delineates the economic, socio-political, and other forces that powered these population movements, including colonial rule, the economic crises of the postcolonial era, and natural disasters.

In Senegal, the Muridiyya, a large Islamic Sufi order, is the single most influential religious organization, including among its numbers the nation's president. Yet little is known of this sect in the West. Drawn from a wide variety of archival, oral, and iconographic sources in Arabic, French, and Wolof, "Fighting the Greater Jihad" offers an astute analysis of the founding and development of the order and a biographical study of its founder, Cheikh Amadu Bamba Mbacke.
Cheikh Anta Babou explores the forging of Murid identity and pedagogy around the person and initiative of Amadu Bamba as well as the continuing reconstruction of this identity by more recent followers. He makes a compelling case for reexamining the history of Muslim institutions in Africa and elsewhere in order to appreciate believers' motivation and initiatives, especially religious culture and education, beyond the narrow confines of political collaboration and resistance.
"Fighting the Greater Jihad" also reveals how religious power is built at the intersection of genealogy, knowledge, and spiritual force, and how this power in turn affected colonial policy.
"Fighting the Greater Jihad" will dramatically alter the perspective from which anthropologists, historians, and political scientists study Muslim mystical orders.

Writing boards and blackboards are emblematic of two radically different styles of education in Islam. The essays in this lively volume address various aspects of the expanding and evolving range of educational choices available to Muslims in sub-Saharan Africa. Contributors from the United States, Europe, and Africa evaluate classical Islamic education in Africa from colonial times to the present, including changes in pedagogical methods-from sitting to standing, from individual to collective learning, from recitation to analysis. Also discussed are the differences between British, French, Belgian, and Portuguese education in Africa and between mission schools and Qur'anic schools; changes to the classical Islamic curriculum; the changing intent of Islamic education; the modernization of pedagogical styles and tools; hybrid forms of religious and secular education; the inclusion of women in Qur'anic schools; and the changing notion of what it means to be an educated person in Africa. A new view of the role of Islamic education, especially its politics and controversies in today's age of terrorism, emerges from this broadly comparative volume.