Jeremy Henzell-Thomas seeks an integrated approach to education and knowledge, Richard Pring answers the question – what is a university, Marodsilton Muborakshoeva examines the university in Muslim context, Abdelwahab El-Affendi thinks we need to reconfigure Islamic education, Abdulkader Tayob is convinced that educational reform must begin by reforming self and other, Martin Rose surveys the educational developments in North Africa, Paul Ashwin discovers three ways of measuring quality, Sindre Bangstad deconstructs the term Islamophobia, Ruqayyah A. Kareem argues that fiction is an important pedagogical tool,

Farid Panjwani suggests we need more than one narrative of Islam, Moneef R Zou’bi wonders why science is so conspicuously absent from all attempts at reforming education, Mohammad Nejatullah Siddiqi reflects on a life spent on developing the theory and practice of Islamic economics, Naomi Foyle seeks Islamic knowledge by writing science fiction, Iftikhar H. Malik, Shanon Shah, Mohammed Moussa and Merryl Wyn Davies try to grasp the significance of the madrasa, and Ebrahim Moosa has doubts about his own education.

Also in this issue: a short story by Cheli Duran, poems by the dynamic British Pakistani poet Ilona Yusuf and the celebrated Marilyn Hacker, and our list of ten key texts on Islamic education.