Dr. Chikas Danfulani
This PHD project was published and is available online:
This study investigates the impact of the re-implementation of Sharia on the education of Muslim women between 1999 and 2007, in four states in northern Nigeria namely, Zamfara, Kano, Bauchi and Kaduna. The study fills the research gap in the description of the status of women with respect to education under the Sharia dispensation re-introduced in 1999. Before this era, scholarly works have documented the state of female education in northern Nigeria; however, none deals directly with post re-implementation and its impact on Muslim women’s education. This period is particularly interesting because it coincides with the return of the country to democratic rule after a string of military rules. Using interviews with Sharia proponents, school administrators, women and reports from Sharia Commissions in these states, the work establishes that while Zamfara and Kano States underwent transformations in the educational sector as a result of the programs introduced by the Sharia governments, the changes in the educational domain in Bauchi and Kaduna were exceedingly triggered by the return of democracy in Nigeria after decades of military rule. The results arrived at in this study reveal interesting facets of the relationship between Sharia and the education of Muslim women. The research shows that proponents of Sharia used the premise (also supported by verses from the Qur’an and Prophet Mohammed’s teachings) that education is an important part of Islam to which both males and females have equal rights, to sell the Islamic-based educational programs introduced by the Sharia regime. Using religion to promote these programs, the predominantly male Sharia bodies, mitigate the often tough cultural practices and religious dogmas that have prevented women from having full access to formal, western education. However, the type of education offered to women under these Sharia programs is a hybrid of formal education and Islamic education which pays strict attention to such cultural and religious practices like the wearing of the hijab, the separation of males and females in schools, the teaching of practical, home craft skills such as knitting and baking to the women. So, instead of the education taking women out of the home domain in which they have been restricted in the past, it rather further maintains them while providing them access to formal education which they will hardly use in any public career.
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