Teaching between the Cross and the Crescent Moon: Islamic Identity, Postcoloniality, and Public Education in the Southern Philippines

Abstract

Previous articleNext article No AccessTeaching between the Cross and the Crescent Moon: Islamic Identity, Postcoloniality, and Public Education in the Southern PhilippinesJeffrey Ayala MilliganJeffrey Ayala Milligan Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 47, Number 4November 2003 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/379494 Views: 329Total views on this site Citations: 23Citations are reported from Crossref © 2003 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Elgin Glenn R. Salomon The 1974 Battle of Jolo: testimonial narratives of survivors and intra-Tausug relations, Critical Asian Studies 54, no.44 (Jul 2022): 619–634.https://doi.org/10.1080/14672715.2022.2099438Jeongmin Eom, Kevin Kester Education for Peace and International Understanding in the Asia-Pacific: Trends and Issues, (Aug 2022): 1–19.https://doi.org/10.1007/978-981-16-2327-1_9-1Jeongmin Eom, Kevin Kester Education for Peace and International Understanding in the Asia-Pacific: Trends and Issues, (Sep 2022): 1–19.https://doi.org/10.1007/978-981-16-2327-1_9-2Jonamari Kristin Floresta Undoing a culture of violence in schools by hearing the subalterned students who experience war in Mindanao, Journal of Peace Education 18, no.33 (Jun 2021): 260–281.https://doi.org/10.1080/17400201.2021.1940113Jonamari Kristin Floresta Forming Views towards People of Different Faith: School’s Religious Culture and the Perceptions of Students who Experience Conflict in Mindanao, Religious Education 115, no.22 (Oct 2019): 129–144.https://doi.org/10.1080/00344087.2019.1675446Isyaku Hassan English Language Learning, Environment, and the Formation of Islamic Self-identity among Students in Selected Religious Secondary Schools, SSRN Electronic Journal (Jan 2020).https://doi.org/10.2139/ssrn.3573443Razaleigh [email protected], Marlon Pontino Guleng, Abur Hamdi Usman RESPONSE OF MUSLIM MINORITY TOWARDS THE IMPLEMENTATION OF ARABIC LANGUAGE AND ISLAMIC VALUE EDUCATION PROGRAM IN PUBLIC SCHOOLS IN THE PHILIPPINES, Humanities & Social Sciences Reviews 7, no.44 (Sep 2019): 572–579.https://doi.org/10.18510/hssr.2019.7477Melanie Carol Brooks Southern Filipino school leaders and religious diversity: a typology, International Journal of Educational Management 31, no.55 (Jun 2017): 646–660.https://doi.org/10.1108/IJEM-08-2016-0164Dana Burde, Amy Kapit, Rachel L. Wahl, Ozen Guven, Margot Igland Skarpeteig Education in Emergencies: A Review of Theory and Research, Review of Educational Research 87, no.33 (Nov 2016): 619–658.https://doi.org/10.3102/0034654316671594Mark L. Cabling, Fabrizio Drago, Amanda T. Andrei Exemplars in the coverage of the Bangsamoro framework agreement: using computational tools to compare Qatari and Philippine news framing, Philippine Political Science Journal 38, no.22 (Oct 2017): 104–122.https://doi.org/10.1080/01154451.2017.1365109Brad D. Washington Global Intersections of English Language Hegemony and Technological Innovation in the Republic of the Philippines, (Jan 2016): 151–167.https://doi.org/10.1007/978-94-6300-405-3_9 조태영 Islamization in the Philippines: The Development of Islamic and Integrated Madrasah Education, The Southeast Asian Review 25, no.11 (Feb 2015): 157–200.https://doi.org/10.21652/kaseas.25.1.201502.157Alpaslan Özerdem, Sukanya Podder Mindanao, (Jan 2015): 140–183.https://doi.org/10.1057/9781137314536_6Menandro S. Abanes, Peer L.H. Scheepers, Carl Sterkens Ethno-religious groups, identification, trust and social distance in the ethno-religiously stratified Philippines, Research in Social Stratification and Mobility 37 (Sep 2014): 61–75.https://doi.org/10.1016/j.rssm.2014.02.001Maria Aurora Correa Bernardo, Diana-Lea Baranovich Higher education in the heart of armed conflict: The pivotal role of student affairs, International Journal of Educational Development 35 (Mar 2014): 78–85.https://doi.org/10.1016/j.ijedudev.2012.08.007Alpaslan Özerdem, Sukanya Podder How Voluntary? The Role of Community in Youth Participation in Muslim Mindanao, (Jan 2011): 122–138.https://doi.org/10.1057/9780230342927_7Gary D. Bouma, Rod Ling, Douglas Pratt Philippines, (Nov 2009): 91–95.https://doi.org/10.1007/978-90-481-3389-5_9Jeffrey Ayala Milligan Prophetic Pragmatism? Post-Conflict Educational Development in Aceh and Mindanao, Diaspora, Indigenous, and Minority Education 3, no.44 (Oct 2009): 245–259.https://doi.org/10.1080/15595690903227756Jeffrey Ayala Milligan Islam and education policy reform in the southern Philippines, Asia Pacific Journal of Education 28, no.44 (Dec 2008): 369–381.https://doi.org/10.1080/02188790802468963Riad Nasser, Irene Nasser Textbooks as a vehicle for segregation and domination: state efforts to shape Palestinian Israelis’ identities as citizens, Journal of Curriculum Studies 40, no.55 (Oct 2008): 627–650.https://doi.org/10.1080/00220270802072804 Rebecca Clothey China’s Policies for Minority Nationalities in Higher Education: Negotiating National Values and Ethnic Identities Clothey, Comparative Education Review 49, no.33 (Jul 2015): 389–409.https://doi.org/10.1086/430263Diane Brook Napier Implementing Educational Transformation Policies: Investigating Issues of Ideal Versus Real in Developing Countries, (): 59–98.https://doi.org/10.1016/S1479-3679(04)06003-7Diane G. Gal Global Perspectives for Teacher Education, (): 259–287.https://doi.org/10.1016/S1479-3679(04)06010-4