Islamic schools in three western countries: policy and procedure

Abstract

In this article, the authors compare Islamic schools in three countries: the United States, the Netherlands, and Belgium. In each country, the authors take care to situate Islamic schools within the broader context of educational policy and practice. In particular, the authors examine the mechanisms for funding, choice and control, noting that for reasons specific to each context monitoring either by the state or accrediting agencies poses both challenges and opportunities for Islamic schools.

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