Shifting Paradigms in Islamic Higher Education in Europe: The Case Study of Leiden University

Abstract

Islamic higher education finds itself at the cross-roads of a variety of developments: it oscillates between the ‘teaching into’ approach of Theology and the ‘teaching about’ approach of Religious Studies, between the security-driven need for a ‘European Islam’ and a European Muslim-driven need for a high-quality education in ‘Islam in Europe’, between traditional one-way knowledge dissemination and innovative two-way knowledge sharing, and between Islam as defined and discussed by scholars and Islam as defined and discussed by the public. This myriad of dynamics is challenging and a source of tensions among all parties involved, in particular between lecturers and students. In this article, a qualitative self-study research based on personal experiences with various Islamic higher education programs at Leiden University will be used to reflect on the broader developments in Islamic higher education programs in Europe. It argues that thinking about Islamic higher education is not a process of finding solutions to problems but is a process of educational opportunities and innovation.