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"In this book, Masooda Bano presents an in-depth analysis of a new movement that is transforming the way that young Muslims engage with their religion. Lead by a network of Islamic scholars in the west, this movement seeks to revive the tradition of Islamic rationalism. Bano explains how, during the period of colonial rule, the exit of Muslim elites from madrasas, the Islamic scholarly establishments, resulted in a stagnation of Islamic scholarship. This trend is now being reversed. Exploring the threefold focus on logic, metaphysics, and deep mysticism, Bano shows how Islamic rationalism is consistent with Sunni orthodoxy and why it is so popular among young, elite, educated Muslims, who are now engaging with classical Islamic texts. One of the most tangible results of this revival is that Islamic rationalism - rather than jihadism - is emerging as one of the most influential movements in the contemporary Muslim world"--

Since the 1970s, movements aimed at giving Muslim women access to the serious study of Islamic texts have emerged across the world. In this book, Masooda Bano argues that the creative spirit that marked the rise and consolidation of Islam, whereby Islam inspired serious intellectual engagement to create optimal societal institutions, can be found within these education movements. Drawing on rich ethnographic material from Pakistan, northern Nigeria and Syria, Bano questions the restricted notion of agency associated with these movements, exploring the educational networks which have attracted educated, professional and culturally progressive Muslim women to textual study, thus helping to reverse the most damaging legacy of colonial rule in Muslim societies: the isolation of modern and Islamic knowledge. With its comparative approach, this will appeal to those studying and researching the role of women across Africa, the Middle East and South Asia, as well as the wider Muslim world.

This volume focuses on the four most influential Islamic authority structures with a visible following among Muslims around the globe: Al-Azhar (Egypt); Saudi Salafism (Saudi Arabia); Deoband (South Asia); Diyanet (Turkey).

Maps the new Islamic authority platforms emerging in the West and their relationship with older centres of learning in a three-fold typology: Neo-Traditionalists; Neo-Legalists, and Neo-Conservatives.

This book draws on rich ethnographic and survey data from Pakistan to present a systematic analysis of why individuals come together to produce collectively desirable goods, and why aid often breaks down traditional institutions for collective action.

Abstract
The centrality of the Qurʾan and Hadith (reports describing the words, actions, or habits of the Prophet Muhammad) in Islamic teachings has resulted in a rich tradition of textual scholarship. Scholars trained in the major Islamic sciences at the leading centres of Islamic learning command a high degree of influence over how Muslims understand their faith. Yet the authority exercised by Islamic scholars is not only contingent on their demonstration of loyalty to the text but also depends on their ability to relate Islamic teaching to social reality. This article shows how the changing socio-economic profile and attitudes of second- and third-generation Muslim immigrants are marking a gradual shift away from textual literalism within Islamic centres of learning in Europe: scholars demonstrating an ability to relate Islam to European reality are gaining visible traction among young European Muslims.

AbstractRoutinely required to lend religious legitimacy to contentious state policies, al-Azhar's moral authority has been under pressure since its nationalization in 1961. This article outlines how Shaykh al-Azhar Ahmad al-Tayyib's recent alliance with President ʿAbd al-Fattah al-Sisi has, however, exposed al-Azhar's moral authority to unprecedented risks. This is for three reasons. First, the tactics used by al-Sisi's government to quell the Muslim Brotherhood have been more extreme than those used by previous regimes. Second, the al-Azhari establishment's defence of these violent tactics has been more unqualified than in the past. Third, current state-led reforms of al-Azhar's curriculum are more controversial than prior efforts along these lines. As I show, these recent developments are not a complete break from the past; rather, they are a natural outcome of incremental shifts that have been occurring within al-Azhar since its nationalization over fifty years ago.