A Crossroads of Faith and Future: A Call for Reflection and Action in Ghana’s Muslim Community

In the heart of Ghana, a nation celebrated for its peace and constitutional guarantee of freedom of worship, a recurring conflict threatens our social fabric. The recent debates surrounding some Christian-founded schools, where Muslim students face restrictions on religious practices like fasting and prayer, are more than just isolated incidents. They are a symptom of a deeper issue—a wake-up call that demands introspection, wisdom, and decisive action from the Muslim community itself.

The Sting of Intolerance

There is no disputing the profound disappointment and sense of religious intolerance that such prohibitions evoke. The Quranic injunction, “There is no compulsion in religion” (2:256), is a cornerstone of our faith. To be prevented from fulfilling a fundamental pillar like fasting in Ramadan, or from praying, feels like a denial of a basic constitutional and spiritual right. The concern that such practices might “influence” other students often stems from a place of misunderstanding rather than malice, but it nonetheless creates an environment where young Muslims feel their identity is being suppressed. This is a feeling that no child in a pluralistic society like Ghana should ever have to endure.

Confronting Our Responsibilities

However, while we rightly champion our rights, we must also have the courage to confront our responsibilities. The wisdom in the ancient proverb, “When you go to Rome, do as the Romans do,” though sometimes uncomfortable, speaks to a practical reality. Christian secondary schools in Ghana were established with a specific ethos and tradition. While we must continue to advocate for inclusivity and religious accommodation within them, we cannot ignore the underlying lesson: our over-reliance on institutions built by others inherently places us in a position of perpetual negotiation for our basic religious rights.

This is where our introspection must begin. Islam is not a religion that encourages dependency. The very first revelation to Prophet Muhammad (PBUH) was “Iqra”—”Read.” This divine command elevates knowledge and literacy to an act of worship. Furthermore, the famous hadith urges believers to “Seek knowledge, even if it is in China,” emphasizing the immense, boundary-crossing value Islam places on education.

The Stark Contradiction in Our Communities

Yet, what is the state of some of our largest Muslim communities, the Zongos? While they are reservoirs of rich culture and faith, they have also, tragically, become synonymous in the public eye with crime and a lack of educational advancement. We are fighting for the right to fast in schools we did not build, while our own communities sometimes neglect the very foundation upon which Islam stands: the empowered pursuit of knowledge (‘Ilm). This is a stark contradiction to the teachings of our Noble Religion and one we can no longer afford.

A Clarion Call for Constructive Action

Therefore, this is a clarion call to our esteemed Muslim leadership, Ulama, philanthropists, and the entire community. The path forward is not through perpetual protest alone, but through empowered self-sufficiency and strategic engagement.

1. Invest in Education as an Act of Faith: Let us channel our resources and energies into building and supporting not only more Islamic schools but excellent, competitive academic institutions. An educated Muslim, secure in their identity and equipped with modern knowledge, is the best ambassador for our faith. They will walk into a mosque out of conviction, and contribute meaningfully to society.
2. Reframe the Narrative from “Protest” to “Progress”: Instead of solely engaging in battles over religious practices in existing schools, let us lead with a vision. Let’s showcase the model of a Ghanaian Muslim student who excels in science, arts, and business, all while being a devout Muslim. This makes a more compelling case for accommodation than any dispute.
3. Bridge the Knowledge Gap: We must proactively engage with school authorities and Christian leaders in dialogue. We can organize open days, interfaith Iftars, and educational sessions to demystify our practices. Fasting, for instance, is not merely abstention but a lesson in empathy, discipline, and self-control—values any educational institution would champion.
4. Modernise the Makaranta System: Our traditional Islamic education system is a treasure. The wisdom is not to abandon it, but to integrate it. Let us create a dual curriculum that produces Huffadh (Quran memorizers) who are also software engineers, doctors, and journalists. This synthesis of sacred and secular knowledge is the true Islamic ideal.

A Future Built on Partnership, Not Pleading

The unhealthy religious rivalry thrives in an environment of ignorance and resource scarcity. By taking ownership of our children’s educational future, we remove the very fuel for this conflict. We transition from a position of pleading for our rights to one of partnership in national development.

Ghana’s strength lies in its diversity. Our Christian compatriots are our neighbours, our friends, and our partners in building this nation. The goal is not to prove one faith superior, but to create a Ghana where every citizen, regardless of where they study, can freely worship the One God and contribute their talents to society.

Let this moment be our turning point. Let us build, let us educate, and let us lead by example. For in building schools, we are not just constructing buildings; we are building the future of our faith, our community, and our beloved country, Ghana.