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Political rhetoric and popular concern about the presence in the United States, Canada, and Western Europe of immigrants from predominantly-Muslim societies has remained largely detached from the actual reality of the lives and the contributions of these immigrants and their children. The studies presented here seek to correct this ignorant reaction by presenting objective information from schools that such immigrants have created and sustained. The first looked at seven explicitly-Islamic secondary schools, focusing on the formation of character and American citizenship, while the other studied public charter schools established by immigrants from Turkey, focusing on academic outcomes.
Do faith-based schools cause social divisions? Do their students fail to become good citizens who can cooperate with those of other faiths? This familiar accusation against Catholic, and more recently against Evangelical, schools, is now directed against Islamic schools in Western societies. The studies presented here offer objective information from schools established by Muslim immigrants across the United States, with reassuring results.
Preface.
Introduction.
Chapter 1. The Muslim Presence.
Chapter 2. Islamic Schools in the West.
Chapter 3. Moral Framework of American Islamic Schools.
Chapter 4. Developing Private Virtue.
Chapter 5. Teacher Practice and Student Identity Development; Munirah Alaboudi.
Chapter 6. Developing Public Virtue.
Chapter 7. Reflections on the Moral Ecology of Islamic Schools.
Chapter 8. Conclusions and Policy Implications; Charles L. Glenn.
Chapter 9. Immigrant Educational Entrepreneurs: Measuring the Performance of Turkish-founded Charter Schools; Robert Maranto, M. Danish Shakeel and Evan Rhinesmith.
Glossary.
References.
Index.
About the Authors.