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ISLAMIC STUDIES AND ISLAMIC EDUCATION IN CONTEMPORARY SOUTHEAST ASIA i ii ISLAMIC STUDIES AND ISLAMIC EDUCATION IN CONTEMPORARY SOUTHEAST ASIA Editors KAMARUZZAMAN BUSTAMAM-AHMAD PATRICK JORY YAYASAN ILMUWAN iii Perpustakaan Negara Malaysia Cataloguing-In-Publication Data Islamic studies and Islamic education in contemporary Southeast Asia / editors: Kamaruzzaman Bustamam-Ahmad, Patrick Jory ISBN 978-983-44372-3-7 (pbk.) 1. Islamic religious education--Southeast Asia. 2. Islam--Education--Southeast Asia. I. Kamaruzzaman Bustamam-Ahmad. II. Jory, Patrick. 297.77 First Printed 2011 © 2011 Kamaruzzaman Bustamam-Ahmad & Patrick Jory Publisher: Yayasan Ilmuwan D-0-3A, Setiawangsa Business Suites, Taman Setiawangsa, 54200 Kuala Lumpur, Malaysia. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – for example, electronic, photocopy, recording – without prior written permission of the publisher. The only exception is brief quotations in printed review. The opinions expressed in this publication is the personal views of the authors, and do not necessary reflect the opinion of the publisher. Layout and cover design: Hafizuldin bin Satar Font: Goudy Old Style Font size: 11 pt Printer: Gemilang Press Sdn Bhd iv ACKNOWLEDGEMENTS his book grew out of a three-day workshop jointly held by the Regional Studies TProgram, Walailak University, and the Department of Cross-Cultural and Re- gional Studies, Copenhagen University, in Nakhon Si Thammarat, southern Thai- land, in 2006. The theme of the workshop was, “Voices of Islam in Europe and Southeast Asia”. Its aim was to gather leading scholars in the fields of Islamic Stud- ies from diverse disciplinary backgrounds to discuss contemporary developments in the study of Islam and Muslim societies in these two regions. In organizing the workshop it was hoped that a more representative picture could be presented of the diverse understandings and practices of Islam and the dynamism of contemporary Islamic Studies – at a time when a tense international situation and violent insur- gency in southern Thailand were dominating the media headlines, both in Thailand and internationally. Although it was not our intention a great many papers delivered at the workshop focused on Islamic Studies and Islamic education in Southeast Asia. This theme subsequently became the subject of our book. For their help in organizing the workshop we would like to thank the then Dean of the School of Liberal Arts at Walailak University, Dr. Uthai Dulyakasem, for his encouragement, advice, and support at every stage. The University President at that time, Dr. Suphat Poopaka, generously gave the project the university’s back- ing. Our colleagues in the Regional Studies Program, including Jirawat Saengthong, Onanong Thippimol, Phailada Chaisorn, Abdulroya Panaemalae, and Davisakd Puaksom, worked very hard to make the workshop possible. Our thanks also go to our administrative staff, Thatsanee Kanwinphruet, Nathee Phakhawamethawi, Phitchayada Dansakul, Waraporn Manthong, Jiraporn Chuaichu, Sukanlaya Thavornpon, Janjira Kumsuk, Jintana Nunah, and to the students of the Re- gional Studies Program. At the Department of Cross-Cultural and Regional Studies, Copenhagen University, we thank Dr. Cynthia Chou for her collaboration on this project and Professor Ingolf Thuesen for his willingness to offer his department’s support. The workshop could not have been held – and this book not subsequently pro- duced – without the generous financial support of the following sponsors: the Asia- Europe Foundation and the European Alliance for Asian Studies, the Rockefeller Foundation’s Southeast Asia Regional Program, the Japan Foundation (Bangkok), and the Royal Netherlands Embassy, Bangkok. v We are also grateful to the Aceh Research Training Institute (formally attached to Melbourne University) in Banda Aceh for giving us the opportunity to use their offices at the latter stages of the editing of the book. Our special thanks go to Harold Crouch, Michael Leigh, and Eve Warburton for making our time there both pleas- ant and productive. Finally, we wish to thank Professor Omar Farouk for his assistance at a cru- cial stage in the process of the publication of this volume. We are thankful to Dr. Khairul ‘Azmi Mohamad and Mr. Shaikh Mohd Saifuddeen bin Shaikh Mohd Salleh of Yayasan Ilmuwan, with whom it was a pleasure to work in preparing the manuscript for publication. Kamaruzzaman Bustamam-Ahmad and Patrick Jory vi CONTENTS Foreword iii Introduction v Biodata of Contributors xx Chapter 1 Asia Imagined by the Arabs 1 Mona Abaza Chapter 2 The Role of Egypt in Education during the Nasser Era: The Awakening of Muslims in Thailand 29 Hasan Mardman Chapter 3 From IAIN to UIN: Islamic Studies in Indonesia 43 Azyumadi Azra Chapter 4 The Development and Role of Religious Studies: Some Indonesian Reflections 57 Zainal Bagir & Irwan Abdullah Chapter 5 Mainstreaming Madrasah Education in the Philippines: Issues, Problems and Challenges 75 Carmen Abu Bakar Chapter 6 Salafi Madrasas and Islamic Radicalism in Post-New Order Indonesia 93 Noorhaidi Hasan Chapter 7 Colonial Knowledge and the Reshaping of Islam, the Muslim and Islamic Education in Malaysia 113 Shamsul Amri Baharuddin and Azmi Aziz i Chapter 8 Islamic Studies Programs in Malaysia’s Higher Learning Institutions: Responses to Contemporary Challenges of Modernity, Globalization and Post 9/11 137 Muhd. Nur Manuty Chapter 9 Islamic Education in Mainland Southeast Asia: The Dilemmas of Muslim Minorities 159 Omar Farouk Bajunid Chapter 10 Maintaining Religious Tradition in Brunei Darussalam: Inspiration and Challenges 179 Iik A. Mansurnoor Bibliography 227 Index 247 ii Islamic Studies and Islamic Education in Contemporary Southeast Asia FOREWORD he development of Islamic education in Southeast Asia is tremendous and Treceiving an overwhelming support from the community. Many governments support the establishment of Islamic educational institutions both financially and administratively. In a more recent development, a specialised international university, namely the International Islamic University of Malaysia was established. The university em- ploys a unique methodology in its education system, having Islam at the core of its foundation. At the same time, knowledge which is loosely labelled ‘conventional’ or ‘western’ by some, is not neglected. The approach is synergistic and diverse in nature. More Muslim parents are convinced that an educational institution which cov- ers both parameters of education in their content and environment offers a better option for their children. Interestingly, an institution such as the International Is- lamic University of Malaysia attracts non-Muslims to study and to work at the uni- versity. Nowadays, many schools which are either being ‘Islamic religious school’ in its name or carrying out similar perspective receive strong support from the Muslim community. In Malaysia, it is certainly flourishing. In other parts of Southeast Asia, this system is gaining popularity. What is important is that Islam becomes the pillar of this education system. The product of this education system, namely the students, must also be trained to live according to the teaching of Islam. Life is governed by the tenets of Islam regard- less of its activities. To immediately have a comprehensive and advanced institution may not be possible to all. Initiative, effort and strong-will would assist in gradually realise the establishment of such an institution. Another important aspect is teacher selection and training. Teachers must not be assumed to know what to do. Naturally, they have to meet the necessary criteria. However, if the human resource development part is not given serious attention, they may not be able to cope not only with academic responsibilities, but also in the understanding of the direction of the institution. Therefore, a holistic training module must be developed and performance is continuously monitored in order to meet the standard required. What truly characterise a school or institution to be Islamic is not its name. It is the philosophy, content, environment and leadership that provide completeness iii Islamic Studies and Islamic Education in Contemporary Southeast Asia to the system. When they are well in place, we should be able to predict its positive result. Ideally, a good system is the one that is able to dig and impart knowledge form its original sources, namely the Divine revelations, which are combined with modernity. The discipline of specialisations must be varied and enough to cover the worldly needs. Ultimately, pious professionals with global perspectives should be able to lead the world. Knowledge is truly translated to serve the well being of the community. The era of civilisational glory would perhaps resurface. DR. KHAIRUL ‘AZMI MOHAMAD Executive Chairman, Yayasan Ilmuwan iv Islamic Studies and Islamic Education in Contemporary Southeast Asia INTRODUCTION o-one would deny that in recent years there has been an explosion of interest Nin the study of Islam worldwide, both within the Muslim community and out- side it. Islamic education and the burgeoning field of Islamic Studies in Southeast Asia are no exception. Such interest is contributing to significant changes in the way that the study of Islam is both conceptualized and taught in the region. Once dominated by scriptural interpretation and exegesis, for some years there has been a growing trend towards the
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