Islamic Identity, Postcoloniality, and Educational Policy Schooling
Tensions between Muslim communities and state institutions are endemic in many parts of the world. For decades successive colonial and independent governments in the Philippines have deployed educational policy as a tool to mitigate one such conflict betw
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Islamic Identity, Postcoloniality, and Educational Policy Schooling and Ethno-Religious Conflict in the Southern Philippines Jeffrey Ayala Milligan
ISLAMIC IDENTITY, POSTCOLONIALITY, AND EDUCATIONAL POLICY
© Jeffrey Ayala Milligan, 2005. Softcover reprint of the hardcover 1st edition 2005 ISBN 978-1-4039-6351-2 All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles or reviews. First published in 2005 by PALGRAVE MACMILLAN™ 175 Fifth Avenue, New York, N.Y. 10010 and Houndmills, Basingstoke, Hampshire, England RG21 6XS Companies and representatives throughout the world. PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin’s Press, LLC and of Palgrave Macmillan Ltd. Macmillan® is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN 978-1-4039-6351-2 ISBN 978-1-4039-8157-8 (eBook)
DOI 10.1057/9781403981578
Library of Congress Cataloging-in-Publication Data is available from the Library of Congress. A catalogue record for this book is available from the British Library. Design by Newgen Imaging Systems (P) Ltd., Chennai, India. First edition: August 2005 10 9 8 7 6 5 4 3 2 1
For The children of the lake, and their teachers
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Contents
Acknowledgments
ix
Introduction: Education and Ethno-Religious Conflict in Postcolonial Spaces
1
Chapter 1 Precolonial Culture and Education in the Southern Philippines
19
Chapter 2 Pedagogical Imperialism: American Education of Muslim Filipinos, 1898–1935
45
Chapter 3 Faith in School: Educational Policy Responses to Muslim Unrest in the Philippine Republic
85
Chapter 4 We Sing Here Like Birds in the Wilderness: Education and Alienation in Contemporary Muslim Mindanao
115
Chapter 5
147
Postcolonial Pragmatism
Notes
183
Bibliography
203
Index
215
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Acknowledgments
A
book such as this, which attempts to say some thing relatively coherent and useful about such things as Islamic identity, culture, history, and education in a place so far away from my own roots, is obviously collaborative in a fundamental sense. I simply could not have written it without the support—intellectual, personal, and financial—of a host of individuals and organizations. Whatever success it enjoys is due in large part to their insight, generosity, and wisdom. I take full responsibility for its faults. I owe an especial debt of gratitude—utang na loob—to Dr. Nagasura T. Madale, friend, scholar, and lover of all things Maranao. His insight and support over the years have been indispensable and deeply appreciated. I am also deeply indebted to Dr. Aida Hafiza Macada-ag, whose help at the beginning and end of this project helped get it started and helped to bring it to a successful conclusion. I woul
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