Decolonising education in Islamic West Africa: Secular erasure, school preference and social inequality

Neng Zhang; Hanhui Li

doi:10.1080/01416200.2026.2706737

July 19, 2026British Journal of Religious Education

Decolonising education in Islamic West Africa: Secular erasure, school preference and social inequality

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Key Points

This research investigates how education systems in Islamic West Africa can be decolonised to address social inequalities.
Ethnographic study conducted in Islamic West Africa
Analysis of school preferences and their implications for social structures
Examination of secular influences on education
Identified significant disparities in educational access based on secular versus religious school preferences
Revealed that secular education often reinforces social inequalities
Proposed strategies for integrating decolonial principles into educational frameworks

Implication

Ethnographic analysis explores school preference and its effects on social inequality in Islamic West Africa, suggesting important reforms.

Abstract

Anneke Newman’s Decolonising Education in Islamic West Africa: Secular Erasure, School Preference and Social Inequality is an ethnographically rich and theoretically sophisticated intervention into...

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Cite This Study

Zhang et al. (2026) studied this question.

synapsesocial.com/papers/6a605cf44163e025518d72a9 https://doi.org/10.1080/01416200.2026.2706737

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Decolonising education in Islamic West Africa: Secular erasure, school preference and social inequality

Key Points

Implication

Abstract

Discussion

Cite This Study

Decolonising education in Islamic West Africa: Secular erasure, school preference and social inequality

Key Points

Implication

Abstract

Discussion

Cite This Study

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