The role, developments and challenges of Islamic education in China

Abstract

This chapter focuses on Islamic education in China against a backdrop of the realities and challenges of the 21st century. To understand the role and trajectory of Islamic education in China, we need to be cognizant of Chinese Muslims as cultural and religious minorities in China. Islam arrived in China as early as 651 AD when Othman, the third caliph of Arabia, sent envoys to the emperor of the Tang dynasty. 1 There are currently over 20 million Muslims in China comprising 10 ethnic groups, with the Hui and the Uighur being the two largest groups. Nine of the ethnic groups are concentrated in northwest China while the Hui are scattered all over China (Armijo, 2008 ). 99.9% of Muslims in China are Sunni Muslims who follow the Hanafi legal school. Only a very small population (fewer than 2,000) from the Tajik ethnic group in Xinjiang is Shia Muslims. Since the 7th century, Chinese Muslims have made strategic accommodations to the dominant Han non-Muslim culture in China while conscientiously preserving their own religious identity, traditions and education. Their spirit of independence, resilience and agility is exemplifi ed in the conception and growth of Islamic schools in China.