| Summary: | This paper focuses on the move towards “academization” of Islamic religious education in private institutes belonging to the reform movement in Brussels. An attempt is made to think through this move in terms of the sacred knowledge concerned, and the alleged implications for teachers and students of Islam. Some of the crucial elements that go with this shift are the aspiration for “distantiation” in teaching and knowing aspects of internal diversity, as well as the aspired changes in the professor–student (instead of shaykh–disciple) relationship. By focusing on ethnographic examples, the aim is to contribute to our understanding of the importance of the internal debates instigated by an attempt towards academization, the search for coherence that goes with it, its repercussions on people’s daily life and personal sensibilities, as well as on Islamic expert authority formation.
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