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The Re-implementation of Sharia in Northern Nigeria and the Education of Muslim Women 1999-2007 Chikas Danfulani Thesis submitted to the Universität Bayreuth in fulfillment of the requirement for the award of Doctor of Philosophy in Religious Studies Supervisor: Dr. Franz Kogelmann April 24, 2012 Dedication Dedicated to my mother Mrs. Rachel Nabang Danfulani For your dreams Mama. i Acknowledgement My immense gratitude goes to my supervisor Dr. Franz Kogelmann for his time, advice, patience and commitment in supervising this thesis; reading through the drafts and making the necessary corrections. Thank you for your fatherly advice and support from the Volkswagen Foundation (VW) days and throughout my stay in Germany. I am also highly indebted to my academic mentors Prof. Ulrich Berner, the chair of Religious Studies and Dr. Asonzeh Ukah of the Department of Religious Studies, University of Bayreuth. They have contributed immensely to making this work a successful one. Particularly, I would like to appreciate Dr. Ukah for reading through all the drafts and giving very useful comments. The following persons at the University of Bayreuth have also contributed in different ways to the success of this work: Dr. Magnus Echtler of the Department of Religious studies, thank you for providing the much needed advice on the theoretical part; Prof. Gabielle Cappai of the Department of Sociology for helping with the methodology; Dr. Eric Anchimbe of the Department of English for reading through some of the chapters, and Prof. Katja Werthmann of the University of Mainz for providing me with some relevant literature. This thesis would not have been successful without the support of the Volkswagen Foundation, Germany who provided the scholarship for the early phase of my study. And the DAAD for the two year scholarship award to pursue my studies at the University of Bayreuth Germany. In addition, I wish to particularly thank my graduate school, the Bayreuth International Graduate School of African Studies (BIGSAS) for their support throughout my three year stay in Bayreuth and for not only giving me the opportunity to acquire the needed skills through seminars and workshops and conferences but also awarding me a startup and finalization funding for this research. I wish to thank my employer, University of Jos, Nigeria and the Department of Religious Studies, University of Jos for giving me a three year study leave to pursue my doctorate. Special thanks also to my colleagues at the University of Jos. Particularly to Prof. Musa A. B. Gaiya who believed in me and mentored me. My appreciation also goes to Prof. U.H.D. Danfulani the Dean of Arts, University of Jos for the fatherly advice and encouragement. ii Special thanks to “the Sharia kids”; we started this together. Thank you for your support from the VW days. Especially to Halkano Abdi Wario who helped with the last minute formatting. I am also thankful to the senior fellows of the Sharia debates project and the Nigeria country coordinators, Dr. Philip Ostien and Prof. Sati Fwatshak. I am grateful to all my BIGSAS and non-BIGSAS friends for all your support throughout my stay in Bayreuth. To Jimam Lar and Baba Mai Bello, thanks for reading through some of the chapters and for the very useful comments provided. Special thanks to Lohna Bonkat, Serah Kiragu, Magdaline Wafula, Olajumoke Oyedele, Vanessa Wijngaarten, Mirjam Appler and her family, Mirjam Grauli, Johanna Knoll, and Timothy Baiyewu. You were always there for me. Thank you for all the advice and encouragement, for the moral support and most importantly praying with me. You made my stay a memorable one. I also thank my friends Plangsat Dayil of the University of Birmingham, Anita Vrzina of Ludwig Maximilian University Munich, Elizabeth Pilau and Comfort Gofub in Nigeria for your friendship and support throughout my studies. My friend Cynthia Datu and her husband Vilret did not live to see the completion of my study. I will forever treasure the memories we shared and their hospitality, especially when they hosted me at the beginning of my field work in Minna, Nigeria. I appreciate my German grandparents Herr and Frau Hans Spulak, whom I met during a routine jogging expedition and who made me a part of your family. Thank you for all the birthday cakes, the dinners, the music and dance, and laughter we shared together. I will never forget you. I thank the Freie Christen Gemeinde (FCG) Bayreuth, the African and International fellowships of the FCG for the spiritual guidance throughout my stay in Bayreuth. You have all been a great blessing. I thank my family in, especially my mum and dad, for their parental love, guidance, prayers and support throughout my studies. I also thank my siblings, nephews and nieces. Thank you all for the telephone calls, packages from home, the letters and emails as well as your prayers and encouragement during my study. They kept me going. In addition, I thank my research assistants during my fieldwork and my interviewees. You all contributed immensely to the success of the research. Your readiness to help and your cooperation while I was gathering the data made the work less difficult. iii Table of Contents Dedication........................................................................................................................................ i Acknowledgement .......................................................................................................................... ii Table of Contents........................................................................................................................... iv List of tables and figures..............................................................................................................viii Zusammenfassung........................................................................................................................... x Summary..................................................................................................................................... xvii Introduction..................................................................................................................................... 1 0.1 Background and Context.................................................................................................... 1 0.2 Aims...................................................................................................................................... 2 0.3 Brief Overview of Northern Nigeria.................................................................................. 3 0.4 Scope and limitation of the Study ...................................................................................... 6 0.5 Data Sources and Methodology ......................................................................................... 8 0.5.1 Narrative Interviews.................................................................................................................9 0.5.2 Semi-Structured Interviews....................................................................................................10 0.6 Summary of Chapters..................................................................................................... 10 Chapter One .................................................................................................................................. 13 Theoretical Framework and a Brief History of Sharia and Women’s Education in Nigeria ........ 13 1.1. Theoretical Framework.................................................................................................. 13 1.1.2. Bourdieu and the Notion of Field ............................................................................................. 14 1.1.3. Bourdieu and Symbolic Violence ............................................................................................. 15 1.1.4 Bourdieu and the Notion of Capital ........................................................................................... 16 1.1.4.1 Cultural Capital...................................................................................................................17 1.1.4.2 Social Capital......................................................................................................................17 1.1.4.3 Symbolic Capital.................................................................................................................18 1.2. Perspectives on education in Islam: The Qur’an and the Education of women ........ 18 1.2.1 Early Conception of Education in Islam ....................................................................................19 1.2.2 Women’s Rights to Education ...................................................................................................21 1.3 History of Women’s Education in Northern Nigeria..................................................... 27 1.3.1 Qur’anic or Islamic Education ................................................................................................ 29 1.3.2 Inception of Muslim Women’s Education During the............................................................... 32 Colonial Period ...................................................................................................................................32 1.3.3 Integration of Qur’anic and Western Education ........................................................................36 Chapter Two.................................................................................................................................
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