Colonial education and the shaping of Islamism in Sudan, 1946–1956

Abstract

This article assesses the role of British colonial education in Condominium Sudan in shaping the mindsets of Sudan’s first generation of Islamists between 1946 and 1956. Drawing on post-colonial theorists such as Nandy and Bhabha, it contends that the experiences of the pioneers of Sudan’s Islamic movement at institutions such as Gordon Memorial College and Hantoub Secondary School moulded their understandings of both ‘modernity’ and ‘tradition’. As a result of their colonial education, Islamists deployed discourses concerning both ‘progress’ and ‘cultural authenticity’ that bore remarkable parallels with colonial essentialism, even as they announced a decisive break with the colonial past. Much like the conventional nationalists, they used the space created by the colonial educational institutions to establish an ideological community that transcended the narrow ethnic and regional divides previously fostered by the British. At the same time, Islamists and colonialists alike shared a contempt for Marxists and ‘deculturated’ effendis, and Muslim Brothers’ aspirations to escape the ‘English jahiliyya’, however counter-intuitive this may seem, bore similarities with the worldviews of colonial officials concerned with preventing what they saw to be the excessive impact of urbanization and modern education on Sudan.