Social ministers of care (khādims): Islamic higher education in Britain

Abstract

This study explores the role of khādims (social ministers of care) within the framework of Islamic higher education in Britain, particularly focusing on the Dār al-‘Ulūm (house of sciences) seminaries. These institutions, which trace their origins to the Dars-i Niẓāmī curriculum of 17th-century Hindustan, have evolved in response to modern British societal needs. Through a case study approach, the research examines how British-born graduates of these seminaries serve Muslim and wider communities in diverse capacities, including education, chaplaincy, and social work. The research reveals that the educational ethos of khidma (service) is central to the formation of these graduates, instilling in them a sense of moral responsibility and ethical leadership. While initially rooted in traditional Islamic pedagogy, these institutions now adapt to contemporary contexts, preparing graduates to contribute beyond religious roles. The findings demonstrate the importance of these graduates in shaping Muslim identity and social cohesion in Britain, challenging stereotypes of extremism and conservatism. The study underscores the potential for greater collaboration between seminaries and mainstream educational institutions to further integrate Islamic education into British public life.