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Ahmadu Bamba  

Fallou Ngom

The mid-19th century was an era when the French colonial administration was consolidating its control over colonies in French West Africa. Having witnessed armed resistance movements from non-Muslim and Muslim leaders in the region, the French administration was suspicious of popular leaders who did not support the colonial agenda. Some were killed, and others were arrested, exiled, or put under house arrest in order to destroy their movements. Ahmadu Bamba (1853–1927) was one of the Muslim leaders the French administration regarded as a threat to colonial rule. Because he did not share the position of local Muslim leaders who allied with the Wolof ruling nobility whom he regarded as unjust, Bamba founded a new Sufi movement that sought to provide the masses with an ethics-centered Islamic education. His conflict with the Muslim leaders and Wolof aristocratic rulers exacerbated his tension with French administrators who saw him as an imminent threat. As a result, Bamba was arrested and exiled in Gabon (1895–1902) and Mauritania (1903–1907) and was kept under house arrest in Ceyeen-Jolof (1907–1912) and Diourbel (1912–1927). The exiles and arrests, which were designed to destroy his movement, did not work as his Murīdiyya order has become one of Senegal’s most culturally, economically, and politically powerful movements, with committed members spread around the world. His legacy endures. He was a prolific writer and has left an impressive corpus of Arabic texts that continue to guide his followers around the world. His senior disciples, who translated his ethos to the broader Wolof audiences using Wolofal or Wolof ʿAjamī (Wolof written with the Arabic script), have also left a rich corpus of primary sources that capture the history, traditions, and doctrine of the Murīdiyya from Murīd perspectives. Unfortunately, these sources remain largely inaccessible to academics.

Article

Sufism, Islamic Philosophy, and Education in West Africa  

Oludamini Ogunnaike

West Africa has been home to and contributed to the development of several important Islamic intellectual traditions, including logic (manṭiq), theology (kalām), Sufism (taṣawwuf), legal philosophy (uṣūl al-fiqh), and even philosophy (falsafa)—all of which influenced the distinctive forms of pedagogy that emerged in West Africa, in which ritual practice, physical presence, and the cultivation of virtue and adab (manners, a particular habitus) played an important role. The 20th and 21st centuries ce (14th and 15th centuries ah) witnessed the emergence of radically different forms of pedagogy and epistemology in Muslim West Africa, because of both increasing exposure to texts and ideas from other Muslim societies and the colonial encounter with Western philosophy and institutional education in the context of nation-states, which profoundly altered the intellectual landscape of the region. The contemporary situation in West Africa is quite plural and dynamic, in which traditions of Sufism, Salafism, Shiʿism, Western philosophies and pedagogies, Pentecostalism, and traditional African religions coexist, compete, interact, and influence each other across a wide variety of domains of life. Nevertheless, Sufism remains an important and prominent feature of many dimensions of life in Muslim West Africa, including Islamic education.