This article examines government-registered medersas in Mali and suggests that their appeal and expansion are due to their unique and innovative integration of Western and Islamic educational epistemologies (not simply subjects). Registered medersas respond to parental demands for the early introduction of “secular” knowledge, alongside Qur’anic memorization. Secular subjects have not overwhelmed the schools’ focus on spiritual development and discipline, even as they feature more Western organizational features and teaching methods. The value placed on secular subjects by parents signals their newer and expanded views on the purpose of schooling. Further, parents viewed registered medersas as accountable to them in terms of ensuring student learning, both in secular subjects and appropriate Muslim behavior and in ensuring the ability of students to continue their schooling beyond the primary level (and ultimately find productive work). Finally, because of their unique history, the regulatory environment in which registered medersas operate is significantly more autonomous and efficient than regular public schools in Mali.

中文翻译：

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在马里注册的 Medersas：在实践中有效整合伊斯兰和西方教育认识论

本文考察了马里政府注册的 medersas，并表明它们的吸引力和扩张是由于它们独特和创新地整合了西方和伊斯兰教育认识论（不仅仅是学科）。已注册的 medersa 响应了父母对早期引入“世俗”知识以及古兰经记忆的要求。世俗科目并没有压倒学校对精神发展和纪律的关注，尽管它们具有更多西方的组织特征和教学方法。父母对世俗科目的重视表明他们对学校教育目的有了更新和扩展的看法。此外，在确保学生学习方面，家长认为已注册的 mederas 对他们负责，在世俗科目和适当的穆斯林行为以及确保学生有能力在小学之后继续上学（并最终找到富有成效的工作）。最后，由于其独特的历史，注册 medersa 的监管环境比马里的普通公立学校更加自主和高效。