Muslim Supplementary Classes presents one of the most significant pieces of ethnographic research of Muslims in Britain of recent decades. In this monograph, Gent's research combines years of professional experience in education with a sensitivity towards one of the most time-honoured traditions of Muslim learning: the recitation and memorization of the Qur'an. Using sound methodology, Gent successfully navigates the often controversial arena of Muslim supplementary schooling in Britain with an integrity and sympathy that never compromises his academic rigour. The present work is of general interest and academic value, appealing to educationalists, sociologists and Muslim leaders alike; but also holds a particular significance for secular educators, who may be acquainted with, but little exposed to the world of Muslim education.
At once timely and essential, the findings of this ground-breaking study will be of relevance for years to come.
Bill Gent's monograph offers a rich ethnographic tapestry of the lived real- ity of Muslim supplementary education in Britain. The sensitive and sympathet- ic approach he adopts towards these often misunderstood traditional learning institutions overcomes, in a unique way, the challenges of an insider/outsider binary experienced by the researchers. His work makes a timely and significant contribution to the growing body of empirical studies in Islamic Education.
Dr Abdullah Sahin Reader in Islamic Education Warwick Religions and Education Research Unit University of Warwick
Bill Gent's sensitively conducted ethnographic research in a British elemen- tary mosque school provides an important corrective to popular conceptions of Islamic education. In addition to his compelling accounts of learning in an Islamic context, he illustrates how learning in Muslim supplementary schools can be complementary to learning through an inclusive, impartial education about religions in state-funded schools.
Professor Robert Jackson Professor Emeritus, University of Warwick
This is an important piece of research that brings understanding to a form of religious education that many people have very little knowledge about: the memorization and recitation of the Qur'an. It helps us to realize the embodied nature of the Qur'an and the deep feelings of sincerity and commitment felt by those who have memorized it. Most Muslim children who take part of this type of Islamic supplementary education also attend secular school. This piece of research is therefore of relevance not only for those interested in the world of religions and religious education. It is also of interest and relevance to all types of school teachers and teacher students since many of their pupils might very well have the experience of a dual education where they move between secular education and the type of Islamic education described by Bill Gent. His ethno- graphic work brings forward diverse aspects of a tradition of Muslim learning that dates back to the very beginning of Islam, by many called the very 'back bone' of Islamic education.
Professor Jenny Berglund Stockholm University, Stockholm
