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This book offers a philosophically grounded and empirically informed examination of the rise and role of Islamic schooling in Western societies. The author outlines an ideal‑type philosophy of Islamic education and evaluates the practice of Islamic schools in countries such as the United States, the Netherlands, and Belgium. Merry addresses issues of cultural coherence, parental authority versus child well‑being, and the regulatory role of the state — arguing that Islamic schooling, properly structured and accountable, can be compatible with liberal democratic values and contribute to both identity formation and social integration

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245: $a: Culture, Identity, and Islamic Schooling: A Philosophical Approach
245: $b:
082: $a:
100: $a: Michael S. Merry
650: $a: Islamic Education
250: $a:
440: $v:
250: $b: Palgrave Macmillan
250: $c: 2007
020: $a: 978‑1‑4039‑7994‑0
300: $a: 228