Islam, Education and Freedom explores six key areas of freedom: identity, acceptance, pedagogy, conflict, trust, and love. Based on a qualitative case study of a progressive Islamic school in Southern California, North Star Academy, the book illustrates through the voices of the participants how each particular freedom was applied in the school. The authors show how the six freedoms were understood, taught, and practiced with the aim of developing courageous and confident American Muslims.

"Asking why the quality of education in so many Arab countries remains low, the authors find answers in the authoritarian political economies that shape the architecture of national governance across the region"

Sociologist Jeffrey Guhin spent a year and a half embedded in four high schools in the New York City area - two of them Sunni Muslim and two Evangelical Christian. At first pass, these communities do not seem to have much in common. But under closer inspection Guhin finds several commonthreads: each school community holds to a conservative approach to gender and sexuality, a hostility towards the theory of evolution, and a deep suspicion of secularism.

Since the late twentieth century, new institutions of Islamic learning for South Asian women and girls have emerged rapidly, particularly in urban areas and in the diaspora. This book reflects upon the increased access of Muslim girls and women to religious education and the purposes to which they seek to put their learning.

In The Struggle for a Multilingual Future, Christina Davis examines the tension between ethnic conflict and multilingual education policy in the linguistic and social practices of Sri Lankan minority youth. By engaging with the actual experiences of Tamil and Muslim youth, Davis demonstrates the difficulties of using language policy to ameliorate ethnic conflict if it does not also address how that conflict is produced and reproduced in everyday talk.