- Book time: The Walking Qurʾan: Islamic education, Embodied Knowledge, and History in West Africa
- Author: Rudolph T. Ware III.
- Date of Publication: 2014
- Number of Pages: 330
- Publisher: The University of North Carolina Press
- Reviewer: Shamsuddeen Sani
After recently reading a book about Quranic Schools in Northern Nigeria, I was left hungry for a less Western way of presenting the subject matter. So I serendipitously laid my hands on this book, and knowing that I have read about the author in the past, I didn’t hesitate to devour it.
Following a broad introductory section, the book delves deeply into an interdisciplinary examination of the knowledge philosophy underlying Quranic education. This required an in-depth historical ethnography of the institution in modern-day Senegambia, which lays the way for comprehension of the conceptualization and transmission of knowledge. It also strengthens the case that internalizing texts, even by swallowing them, was crucial to understanding and remembering the material. This book’s central concept represents the embodiment and actualization of Islamic knowledge.
Importantly, these early chapters look at the emergence and long-term evolution of a native West African clerisy. Ware underscores how these African Islamic instructors and thinkers were the primary agents of Islamization in a continent unperturbed by the early Islamic conquests. In order to avoid rulers (and maintain their independence), they established a unique framework for the interactions between political and religious powers. It also emphasizes both moral and political economies of studying and teaching the Qur’an throughout the 18th century focusing on how the growth of the Atlantic slave trade led to the breakup of this model of pious distance from power.
As we near the middle of the book, Ware thoroughly explored the historical account of the enslavement of ‘huffaz’ in Senegambia from the 1770s until the advent of the French colonial rule in the late 19th century. With clerics viewed as embodied exemplars of the Quran, such incidents of enslavement were perceived as more than just violations of Islamic law, but as desecrations of the Book of God.
The book meticulously illustrates the chronological narrative of Senegambia’s revolts, rebellions, and even revolutions inspired by the enslavement of “the walking Qur’an.” Without going further into spoilers, these historical happenings culminated in the climactic radical movement by African Muslim clerics and their disciples, with a cascade of events leading to the overthrow of hereditary slave-owning kings in 1776, the abolition of both the Atlantic slave trade in the Senegal River Valley and the slavery institution itself.
These narratives would lack crucial context if they did not include the efforts of formerly enslaved people and other oppressed groups to use the legal abolition of slavery in the French colonial state to assert their dignity through the dissemination of the Qur’an in the early 20th century. They fought to transform their very selves through Islamic education while doing so from within the epistemology of embodiment and in opposition to regional traditions that stigmatized their bodies because of their social standing. The establishment of mass Sufi organizations and the emergence of new French and Muslim teaching forms were only two of the many changes in colonial Senegal’s political and educational landscapes fueled by this knowledge-sifting process.
This outstanding work profoundly serves as the first step for anyone interested in learning about Qur’anic instruction in West Africa. A significant chunk of detail about Quranic education in West Africa jumps right off the page, you can feel the author’s passion, and as he claims, this is the narration from within. The writing style is genuinely simple and engaging and has a powerful sense of atmosphere. It gives you a lot to chew on and is one of those books that it would not feel right if you didn’t give it the five stars it deserves.
Rudolph T. Ware III is a historian of West Africa at the University of California, Santa Barbara. He formerly taught at the University of Michigan and then at Northwestern University. His work aims to confront and dispel Western misconceptions about Islam.
