Islamic Identity, Postcoloniality, and Educational Policy : Schooling and Ethno-Religious Conflict in the Southern Philippines / / by J. Milligan

• Record Nr.: UNINA9910973522303321
• Autore: Milligan Jeffrey Ayala
• Pubbl/distr/stampa: New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2005
• ISBN: 9786611365141; 9781281365149; 1281365149; 9781403981578; 1403981574
• Edizione: [1st ed. 2005.]
• Descrizione fisica: 1 online resource (x, 225 pages)
• Disciplina: 371.82829709599
• Soggetti: Anthropology; Ethnology; Educational sociology; Asia - Politics and government; Religion - Philosophy; Sociocultural Anthropology; Sociology of Education; Asian Politics; Philosophy of Religion
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references (p. [203]-213) and index.
• Nota di contenuto: Cover; Contents; Acknowledgments; Introduction: Education and Ethno-Religious Conflict in Postcolonial Spaces; Chapter 1 Precolonial Culture and Education in the Southern Philippines; Chapter 2 Pedagogical Imperialism: American Education of Muslim Filipinos, 1898-1935; Chapter 3 Faith in School: Educational Policy Responses to Muslim Unrest in the Philippine Republic; Chapter 4 We Sing Here Like Birds in the Wilderness: Education and Alienation in Contemporary Muslim Mindanao; Chapter 5 Postcolonial Pragmatism; Notes; Bibliography; Index
• Sommario/riassunto: 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 between Muslims and Christians, a conflict which has claimed more than 100,000 lives since the 1970's. Postcolonial Education and Islamic Identity in the Southern Philippines offers a postcolonial critique of this century-long educational project in an effort to understand how educational policy has failed Muslim Filipinos and to seek insight from their experience into the potential and pitfalls of educational responses to ethnic and religious tensions.