Learning Morality, Inequalities, and Faith: Christian and Muslim Schools in Tanzania

Christian and Muslim schools in Tanzania offer new study opportunities and a good life, combining secular education with moral (self-)formation. Hansjörg Dilger's book explores the emerging entanglements of faith, morality, and the educational market in Dar es Salaam, showing how the field of education has shaped the positions of these religious communities in diverging ways. Students and teachers' religious experience and practice are shaped by the search for socio-moral belonging and the power relations and inequalities of an interconnected world.

Format: Hardback
Length: 292 pages
Publication date: 16 December 2021
Publisher: Cambridge University Press

The pursuit of educational opportunities and a secure future has led families and students to prioritize Christian and Muslim schools in Tanzania. These institutions blend secular education with moral (self-)formation, leading to significant realignments in the fields of education and interreligious co-existence. Hansjörg Dilger delves into the intricate interplay between faith, morality, and the educational market in Dar es Salaam, shedding light on processes of religious institutionalization and their individual and collective manifestations. By contextualizing these dynamics within the politics of Christian-Muslim relations in postcolonial Tanzania, this book demonstrates how the field of education has shaped the positions of these diverse religious communities in distinct ways. Dilger argues that the religious experiences and practices of students and teachers in faith-oriented schools are influenced by their quest for socio-moral belonging as well as the power relations and inequalities of an interconnected world.

In recent years, Christian and Muslim schools have emerged as prominent destinations for families seeking new educational opportunities and a better life in Tanzania. These schools combine secular education with the moral (self-)formation of young people, leading to transformative changes in the fields of education and interreligious co-existence. Hansjörg Dilger, in his insightful book, explores the emerging entanglements of faith, morality, and the educational market in Dar es Salaam. Through meticulous analysis of the politics of Christian-Muslim relations in postcolonial Tanzania, Dilger sheds light on the processes of religious institutionalization and their individual and collective embodiments.

By contextualizing these dynamics within the broader framework of Christian-Muslim relations in postcolonial Tanzania, Dilger demonstrates how the field of education has shaped the positions of these highly diverse religious communities in diverging ways. He suggests that students and teachers in faith-oriented schools are influenced by a complex interplay of factors, including the search for socio-moral belonging, the power relations and inequalities of an interconnected world, and the specific contexts in which these schools operate.

This book is a valuable contribution to the study of education, religion, and society in Tanzania. It provides a deep understanding of the complex dynamics that shape the educational experiences of students and teachers in faith-oriented schools. By highlighting the role of the field of education in shaping the positions of these religious communities, Dilger offers valuable insights into the broader social and political landscape of postcolonial Tanzania.

In conclusion, Christian and Muslim schools have become crucial target points in families and pupils' quests for new study opportunities and a secure future in Tanzania. These schools combine secular education with the moral (self-)formation of young people, leading to significant realignments in the fields of education and interreligious co-existence. Hansjörg Dilger's book sheds light on the emerging entanglements of faith, morality, and the educational market in Dar es Salaam, providing valuable insights into processes of religious institutionalization and their individual and collective embodiments. By contextualizing these dynamics within the broader framework of Christian-Muslim relations in postcolonial Tanzania, Dilger demonstrates how the field of education has shaped the positions of these diverse religious communities in distinct ways. This book is a valuable contribution to the study of education, religion, and society in Tanzania, offering valuable insights into the complex dynamics that shape the educational experiences of students and teachers in faith-oriented schools.

Weight: 552g
Dimension: 159 x 237 x 23 (mm)
ISBN-13: 9781316514221