International Conference "Centres of learning and changes in Muslim societies" will be held at Oxford University

The leading centres of Islamic learning have been central to spread of Islamic scholarship in earlier centuries and initiation of reformist ideals in recent times. Old centres of Islamic learning, such as Al-Azhar, have historically attracted students from afar who on graduation take the learning back to their home community. The ease of international travel, and increased connectivity through internet and media channels in today’s globalized world has further reinforced the global influence of a few centres of learning―the ‘local’ Islam is increasingly seen to be confronted by the ‘global’ Islam within Muslim communities even in most remote areas.

This conference aims to investigate three centres of Islamic learning that today are central to shaping global discourse and practice within Muslim communities: Al-Azhar University (Cairo), Al-Madinah International University (Madinah), and Al-Mustafa International University (Qom). The influence of these three universities is visible across North Africa, the Middle East, Asia and diaspora communities in North America and Europe. We are seeking fresh papers to be presented at a small publication-driven conference, to be held at the University of Oxford on 27-28 August 2012, to understand the role these three universities play in shaping of Islamic discourse and practice in contemporary Muslim societies. This conference aims to investigate the strategies of these universities to expand their global outreach as well as those of the graduates as they set out to reform their own communities in line with the learning acquired at these universities.

The selected papers will inform one or both the themes: 1) the strategies adopted by these three universities to advance their influence (process of student registration, provision of scholarships, operation of overseas offices and branches, investment in publications, use of media and internet, etc.) and the characteristics of dominant Islamic discourse disseminated by them (review of the curriculum and key texts); 2) the strategies adopted by the graduating students to reform the society on ideals acquired at the university (the professions they join, the activities they undertake, the alliances they forge or the opposition they pose to the local religious elites). It is hoped that study of cases from diverse contexts will in addition allow us to address the third critical question, namely: to what extent the spread of the ideals within the home communities, depends also on the specific characteristics of the community, such as its relationship with the state, mega-cities compared to rural areas, nature of existing religious elite and popular/folk religion, and general educational levels in that society.

Panel 1 will accommodate papers on the working of these three universities and the investment they make in cultivating global networks. The papers in this set are expected to provide account of the everyday working of these three universities and the student experience; the history of these universities, the relationship with the state; details of any subsidiary organizations they operate; the main degrees offered in these universities; the key texts taught; innovations in curriculum and learning methodology; profile of the founders and teaching staffs; profile of the students; the strategies these three universities employ to attract international students; the nature of scholarships they provide to international students; the role of alumni and alumnae associations.

Panel 2 will accommodate papers focusing on strategies of the graduating students to initiate reform in their home communities on return. What activities do they undertake? How actively do they stay in touch with their parent university?; How do they use new media and internet to stay in touch with the parent university?; If they get involved in religious teaching or propagation of Islam, which kind of Islamic education institutions or platforms do they establish or join?; To what extent do they advocate the knowledge acquired at the university or rather modify it to fit the local context? Do many of the graduates enter politics or engage in social-welfare activities?; If yes, then what kind of platforms do they join?

Panel 3 will look at the relationship of these returning graduates with the religious elites heading the traditional institutions of Islamic learning in that community. How do these local religious elites respond to these graduates who are potential rivals? Papers looking at how these returning students either reinforce and further legitimize the existing religious elites or lead to establishment of an opposition that reshapes the ‘local' Islam by developing an alternative model are particularly welcome.