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The old project of modernizing madrasas has acquired a new zeal in South Asia after September 2011, whereby madrasa reform programmes became an acknowledged soft tactic of the war on terror. With 9000 Aliya (reformed) madrasas, the Bangladesh madrasa modernization programme has been identified as a potentially useful model for the neighbouring states of Pakistan and India who have made slower progress in implementing similar programmes. In this paper I argue that, although the Aliya madrasa system in Bangladesh has succeeded in integrating secular subjects in the madrasa curriculum, in reality this modernization project has failed in its underlying ambition to generate a ‘modern discourse’ on Islam—a discourse that is compatible with the demands of western modernity. The right to speak for Islam is still primarily exercised by the ‘ulama and graduates of the Qoumi (unreformed) madrasas. Aliya madrasas today compete with the secular schools not with Qoumi madrasas. The growth of the Aliya madrasa system in Bangladesh, instead of bearing testimony to the popular appeal of the modernization agenda, demonstrates the preference of Muslim parents for increased Islamic content in the school curriculum [ABSTRACT FROM PUBLISHER]

According to Shiʿi tradition, the seminary (ḥawza) in Najaf, Iraq is 1,000 years old. The origins of theḥawzaare closely associated with the famous scholar Shaykh al-Ṭūsī (385/995‒459/1067). This paper addresses the question of whether or not there is sufficient historical evidence to support the tradition that theḥawzaof Najaf is indeed 1,000 years old. On the basis of Arabic sources, the article argues that although Shiʿi educational institutions in Najaf were incepted a millennium ago, Najaf was rarely the locus of Shiʿi education prior to the thirteenth/nineteenth century. Based on statistical and historical analysis of Shiʿi scholars in Najaf, this paper outlines a short history of scholarly activity in one of the oldest college towns in the world. In addition to developing a working definition of the termḥawza, the paper situates the rise of Shiʿi educational systems in the broader context of the evolution of Islamic scholarly institutions, including colleges (madrasas). [ABSTRACT FROM PUBLISHER]