DA'WAH IN THE FACE OF CHRISTIAN PERSECUTION: THE HISTORICAL DEVELOPMENT OF THE MUSLIM STUDENTS'SOCIETY OF NIGERIA (MSSN) (original) (raw)
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Adeyemi Balogun, 2020
In producing this dissertation, I received guidance and moral support from many scholars. The first is Prof. Dr. Eva Spies, my supervisor. A brilliant scholar who combines academic rigour with patience, she provided the motivation and guidance that helped me to complete this dissertation and was very supportive throughout my stay in Germany. I also had Prof. Dr. Achim von Oppen, a mentor who provided additional supervision for the thesis. Apart from giving me a very constructive criticism, his door was opened to me for advice every day. Prof. Benjamin F. Soares is another mentor whose immense knowledge this thesis benefitted. Despite his busy schedule, he was supportive and made critical comments at every stage of my writing. In all, I would say I am lucky to have these three scholars because they all work together to guide and inspire me. I acknowledge your profound contributions.
The Nigeria’s British colonial administration and their support for evangelical cum-educational efforts of the British missionaries, including the mandatory requirement of interested Muslim children to renounce their religion and be baptized with Christian names prompted the apathy of Muslim parents towards education by the missionaries for fear of conversion. This resulted in poor enrolment by the Muslim children and manifested in shortage of Muslims in the colonial work force and affairs. In a bid to meet the 21st Century’s Muslim needs and be politically recognised, socially relevant and attaining economic prosperity, Muslim individuals and organisations have been positively responding to efforts at correcting the situation since 1895 agitation for the first Muslim Primary school from the colonial government which became a reality in 1899. Muslims since that time have not relented on the provision and promotion of modern education among the Nigerian Muslims. This paper clarifies concepts and provides justification for knowledge in Islam. It ultimately catalogues all the known efforts of individuals and organisations of Islam in promoting modern education with focus on the establishment of schools at all levels and other impetus and supports. Suggestions wrap up the paper with a call on Muslims to refocus, pursue knowledge and avoid Islam of being branded violent by imbibing modern education to even effect the changes desired in this 21st Century. Key Words: Historical Perspective, Roles, Muslim Individuals, Organisations, Modern Education, Century.
2010
This paper is a comparative study of two northern Nigerian Muslim societies (the Ebira in central Nigeria and the Hausa in the Northwest) in which the youths contested religious traditionalists in the 20 th century and in the process brought about transformation in their societies. In the religious sphere, which was hitherto considered an affair of the elderly, the youth have equally come to assume a dominant place, especially in their assertive activist posture. In these two case studies, the youths have managed to assume leadership in religion and subsequently have used religion to transform and redefine their roles and status in the societies in a manner that challenged the existing norms. That could be seen as a tradition in the religious convention of the northern Nigerian area that occurs repeatedly through this period. In the 19 th century, the Shehu Usmanu Danfodiyo and his cohorts in their youthfulness championed a reform and transformation that continue to inspire other reforms to date in the region. Religious actors in the contemporary Muslim societies of Nigeria are young men and women. It is important to note that these youths are people who possessed both Islamic and Western education and often have international networks and connections, largely through the educational institutions they have attended and/or literature they have studied. Among the Ebira, for instance, the youth subscribed to the religion of Islam, and converted their parents who largely professed African traditional religion to Islam. In Hausaland on the other hand, the youth, unlike the elderly, subscribed to "modern" rather than the "traditional" Islam that the latter do. In both cases therefore, the young engaged the elderly in a struggle to change their conception and practices of Islam. The process has had a tremendous impact on the relationship between the groups in an atmosphere being somehow defined or determined by the young adults in the two northern Nigerian societies being examined.
The Present State of Muslim-Education in Northern Nigeria: Progression or Regression
2017
Northern Nigeria made up nineteen states and the federal capital territory (Abuja) which covers wholly the three geo-political zones; namely, northwest, northeast and north central respectively. The present educational dualism existing in most of the Muslim environments is indeed a distracting factor to the true path of the original principles and the objectives of Muslim education. The compartmentalization of the Islamic revealed knowledge in the curriculum of the colonized Muslim states, the separation between religion and education, knowledge and actions are of no doubt contributed to the social instability of Muslim communities especially in Nigeria (Rosnani, 2004). In Nigeria, “the secular nature of educational philosophy and curriculum has succeeded in producing various problems and corrupt related practices such as the inflation of contracts, frauds, falsification of accounts, examination malpractice, bribery, embezzlements of public funds, insurgency, pervasion of justice, c...
Islamic Studies in Nigeria: Problems and Prospects
2013
This paper aims at examining Islamic Studies as a subject in the field of learning and as a moral reformative strategy in Nigeria, focusing Ijebu land. The paper looks into its emergence, growth and problems faced, such as non-lucrative nature of the subject and dwindling population of students offering it at all level of education. Considering the problem stated, a number of research hypothesis were raised to serve as a driving force to investigate students’, teachers’ and parents’ perceptions on the subject matter. Data were collected through questionnaire which were analyzed and discussed. The paper ends up by recommending ways out of the problems.