Slamic secondary schools in Mauritius: a functionalist analysis

Abstract

This study was designed to research five Islamic Secondary schools in Mauritius. The study focuses on two main areas: the Islamic education curriculum and the school culture propounded by each school; the aim being to analyse whether Islamic Secondary schools prepare students for their holistic development. In general, Islamic Secondary Schools seek to propose an alternative religious background or a cultural environment that can ignite changes and promote either religious beliefs through education or Islamic values which would later develop students into better Muslims and give them a sense of ―Muslimness‖ in view to develop social citizenship. This dissertation deals with the challenges that Islamic Secondary schools face in educating contemporary Mauritian Muslim youth and examines their functionality at the micro, meso and macro levels. The context is placed in a multi-cultural multi- religious society. Using the functionalist theory to examine Islamic Secondary schools in Mauritius, the study shows that they are characterised by dysfunction at various levels. The paper also examines some international difficulties met by different Islamic schools in order to contextualise global trends of education in Islamic schools at an international level. A qualitative case study was conducted using interviews, focus group discussions and observation to gather data. The theoretical rationale was based on functionalism that views education as one of the most important institutions in society. This research highlights the importance of collaboration between all stakeholders to establish a shared vision in order to improve the lives of Muslim youth in local contexts.