Specialisation: Citizenship, Integration, and Political Issues
I started Ifta’ straight after completing the ‘Alim course at Al Kawthar Academy. Since the ‘Alim course was part time, I had been able to complement it by studying extra fiqh outside of class hours, especially with Mufti Faraz. This helped me a lot and I am grateful to the teachers who gave me the skills and interest to study Iftāʾ in the first place, and who made my transition into it smooth.
A main reason to why I wanted to study Ifta’ was that, despite having studied fiqh, I was not confident in answering fiqh questions. This included many common and important questions. At times I knew that there was a difference of opinion but didn’t know how to choose from them. There are still many questions that I find difficult and am not comfortable answering, but at least I feel the course has helped me on the way and also has given me a good guidance for my own action.
As for the Ifta’ program routine, it was more intense than I had expected, at least in the beginning (the second year was less intense). As students, we were held accountable if we hadn’t completed our tasks and it often pushed me to sit up late at night completing the tasks. This was for our own benefit since, as we were told, these two years were formative and we had to make the most of them. At first I had plans to do other things on the side of the Iftāʾ, but the intensity of the course forced me to really focus on the Ifta’ only.
One thing that I am very grateful for is that the teachers had genuine concern for the students and when they noticed weaknesses in students they tried to rectify them, even when it was not strictly related to Ifta’. I myself was weak in giving lectures, tajwid and reading Arabic texts loudly but due to the teachers’ efforts, I have been able to improve in these areas, at least slightly. The amount of support offered by the teachers was truly remarkable and I hope that I will be able to give something back to them one day. I am also very grateful to my family who underwent sacrifices whilst I was spending the weekdays in London for the course.
The core of the course lay in answering fiqh questions. All students answered the same pre-formulated questions and we discussed the answers in class the next day. I found this method very beneficial. When discussing our answers in class, many a time I realised that my classmates had points that I had overlooked or misunderstood. These discussions and the feedback from the teachers were crucial to our development. It also increased the bond amongst us students which really was a major benefit.
We answered approximately 5-7 questions a day. How long time it took depended on how deep we went into them. Often, the more time I gave, the better understanding I got and the more well-grounded my answers were.
It is therefore important to assign much time for the answers. The teachers will catch you out if you give a lazy answer which lacks nuance – but the main responsibility falls on the individual student to do thorough research. I would therefore recommend somebody interested in the Iftāʾ program to set aside plenty of time for it. That will be of benefit in the long run inshāʾ Allah.
Specialisation: Citizenship, Integration, and Political Issues
My main motivation for taking the Whitethread Ifta’ course was to find answers to fiqh related questions that I could not find answers to elsewhere. My intention at the time of enrolling was more focussed on developing my own understanding of fiqh.
Initially I thought that I had a relatively good understanding of how an ifta’ program works as I had started some ifta’ studies under other organisations previously. However, the course at Whitethread turned out to be much more intense than I had anticipated. There was a high standard and expectation kept of students, and it was not the place where someone could just attend classes and get by. Student were given approximately five questions a day and a typical day would require a student to spend anywhere between 5-8 hours outside of class time, researching and writing answers to those questions. Each day, teachers would thoroughly critique student’s answers, even down to the placement of commas and full stops. Coming to the class without answers was not an option. The questions were not always easy to resolve and at times students would have different answers. Each student would need to defend their answer from the critique of teachers as well as fellow students. I feel this daily back and forth between fellows and teachers was the most helpful in developing an understanding of the mechanics that were in operation behind the fiqh and resulted in students not only learning new rules but more importantly, mastering the skills needed to formulate answers to new issues. Knowing a ruling was not sufficient but understanding each component of fiqh and how it functions was necessary. This ensured that answers were not just regurgitated from the works of others. This made me appreciate the depth and the complexities that surround fiqh. I feel that this is where I benefited the most from the course.
I would recommend that a book of fiqh be revised before enrolling onto the ifta’ program, be it a concise one. As it had been a few years since I had studied certain chapters, at times, I felt I was playing catch up before I could engage with discussions on the level of ifta’. Had I covered the main chapters before the course, my time would have been spent more efficiently.
Covering around five questions a day is quite a challenge, but it does have its benefits. It allows students to cover many topics over the two-year period. It also ensures that students are constantly working throughout the course, and having that daily pressure ensures that you manage your time well and do not get lazy.
After completing the ifta’ program I continued answering questions via the Whitethread Fatwa Centre. I took on the role of an Imam as there would be some flexibility in my daily timetable to allow me to continue with my ifta’ work. Studying ifta’ is extremely helpful for an Imam as it allows you to confidently assist the congregation with their fiqh related questions which is one of the most common type of questions the congregation will ask.
Specialisation: Citizenship, Integration, and Political Issues
One of the main things that I learnt over these past two years is the answer to a question which left me speechless on the day of the Ifta’ interview: what are your weaknesses?
When Mufti Abdur-Rahman asked me that day I genuinely could not give him an answer, not exactly because my mind went blank (as I had said on that day) but because I had never before been asked to ponder on this. I’ve learnt throughout this entire process how deeply flawed I am, which enables me to reflect on the very objective of this course. I do not think I deeply pondered over the fact that a mufti is not an academic title, but a spiritual and religious one; it reflects a specific status the holder of such a title is expected to conform to. Of course, they are expected to have an academic pedigree but also act with brilliant character and decorum. A mufti is one who holds the trust of the people, and thus, their character must reflect this. As I introspect about this, I attempt to develop myself so that one day I may be worthy of this status.
What made our Ifta’ experience so unique – as opposed to Ifta’ programmes elsewhere – is that Mufti Abdur-Rahman had to force us to start reading from secondary Urdu sources for confirmation. For the first few months of our course, our exposure was to the primary Arabic sources alone. We learnt that copying the thoughts of another contemporary mufti would be a backstep to what our real aspirations should be; to be like these muftis. We were told to be critical and analyse the thoughts of secondary sources; to quote someone without examining their evidence could turn out to be a huge mistake when our answers were reviewed.
Principally, the Ifta’ programme taught us that balance is the essence of good work. We were told to be critical and use the primary sources for our comprehension of an issue. At the same time, our contributions are not to be foolhardy by isolating ourselves from the majority with ‘quirky’ views. We were taught to balance; balance our independent academic research with the needs of the community and the scrutiny of our peers. The spirit of Ifta’ and fatwa is in this middle ground of representing “orthodoxy” while balancing out these different variables.
I suppose I could have learnt Islamic Law at a university somewhere – maybe the middle-east or even at a British university. Though, the benefit that this course provided was being able to see the threads of spirituality deep-rooted into our research. I was told to think originally, analyse arguments and provide critique. The unspoken rules which I learnt in abundance are these meta-ideas about spirituality, community needs and approaching issues with wisdom and foresight.
I close my reflections which another anecdote from the Ifta’ interview. Mufti Abdur-Rahman asked us, “why are you interested in fiqh, is it not just a really dry subject?” This process has taught me that fiqh is anything but dry. The mufti has to grapple with all these competing variables and see the threads to make the response applicable to the questioner’s lived experience. In essence, it is to give life to the law, and a pretty organic process at that.
Specialisation: Islamic Family and Marital Law
I had been considering doing an Ifta’ specialization course for several years but was not inclining towards any of the available programs for women. This was because Ifta’ programs for women are generally watered-down versions of the ones offered for men, and even women who excel in them are not authorized to give fatwas. When I heard of the program offered by Whitethread Institute I was sure that it would be different from the others, but online students were not allowed to join the first cohort. Alhamdulillah I was given a chance to join the second cohort, and soon after the program started, I realized that it not only met but surpassed my high expectations; however, it also proved to be more challenging than I had ever imagined.
A major personal challenge for me initially was the adjustment to becoming a student after having been a teacher for many years. The openness of the teachers at Whitethread to discussion and even disagreement meant that I was allowed to ask questions and speak my mind, and it took me a while to realize that this was not a discussion forum, and that I was not the one conducting it! Furthermore, the honest and direct style of the teachers in critiquing my work and my interaction was not one I was accustomed to, and it took a while to understand that none of it was personal but meant solely for my improvement. I also had preconceived notions of what the teachers were like that clouded my perception of their comments, but as I got to understand them better, I was able to shed my misconceptions, and appreciate the sincerity with which the comments were being made.
The time commitment required to stay afloat in the program was a challenge for all students, and the way I managed it personally was largely through advance planning. When I knew I would not be able to make time for the homework during weekdays, I would try to get as much done on the weekend as possible, in order to lighten the daily load during the week. I found out when we would be covering questions on topics that I found difficult, such as buyū’ (trade), and tried to make as few other commitments for that time as possible. I mostly started preparing for exams weeks in advance, revising a few pages a day so I would not be overburdened with it at the end, or worst, have to attempt the exam unprepared.
The mental pressure of completing the work on time, being alert and attentive throughout the four-five hours of classes, always being mindful of the temperaments of the teachers, remembering to make all the suggested changes and improvements, etc. was ever-present and overwhelming at times. However, what helped me personally was reaching out to the teachers whenever I felt in over my head and asking for advice and assistance. Alhamdulillah, I always found the teachers to be considerate and accommodating, and this cooperation kept me from being pushed to the brink on many occasions. I also discovered coping mechanisms and internal strength that I did not realize I had, and am grateful for that life-enhancing discovery.
I can safely say that my two years in the Ifta’ program at Whitethread Institute consisted of not only the most concentrated learning I have ever done in my life, but it was also an opportunity for immense self-growth. While I cannot say that I wish for it all over again (the coping mechanisms have their limits!), I would not have exchanged it with all its ups and downs for anything else. May Allah Karīm reward our teachers and everyone else who allowed us this invaluable opportunity.
Specialisation: Islamic Endowments
I started the Ifta’ programme in a class where the remaining students were heading into their second year. Thus, I was tasked with trying to bring myself up to par with my fellow classmates. What helped me with this, and is something which I believe will greatly help all students, is the understanding and mindset that these are likely the last two years of full time studying. Consequently, each student should aim and be as insatiable as they can in acquiring knowledge and benefitting from the teachers as well as the other students.
One thing which I gained great benefit from during my first year is the discussions with the teachers and fellow students. This enabled me to grow in that I understood and consider alternative answers to every question. Furthermore, before being convinced about my own answer, I had to learn to consider all possible objections, as a teacher or student would pick up on it. I did not initially have the confidence order to engage in such discussions. What helped me in this was seeing that as long as an answer was not completely illogical, it would be considered. Each answer would be given its due right. Furthermore, each student is expected to raise any objections they may have to a fellow student’s answer.
One thing which I gained great benefit from during my first year is the discussions with the teachers and fellow students. This enabled me to grow in that I understood and consider alternative answers to every question. Furthermore, before being convinced about my own answer, I had to learn to consider all possible objections, as a teacher or student would pick up on it. I did not initially have the confidence order to engage in such discussions. What helped me in this was seeing that as long as an answer was not completely illogical, it would be considered. Each answer would be given its due right. Furthermore, each student is expected to raise any objections they may have to a fellow student’s answer.
Specialisation: Oaths and Vows
Studying the Iftā’ course at Whitethread Institute was an incredibly inspiring journey. Prior to joining the course, as a graduate of a traditional ‘Alimiyya programme, I felt very strongly the need to be more relevant in serving my community. When a friend suggested that I join Whitethread, I decided to give it a go. I can see now how much it has helped me in achieving this goal of relevance, and I feel very confident when addressing issues that are needed in my community.
Our instructors were greatly supportive throughout this journey. From the very beginning, they had told us to “never suffer in silence”. It meant so much to me. I had a particular problem related to travelling to class to study onsite. I was living outside of London, and commuting every day of the week to the site was getting extremely difficult. It was due to the above statement of my teachers that I plucked up the courage and raised this concern to them. They were very facilitating and provided me with a solution that suited my circumstances.
All in all, I really enjoyed and greatly benefitted from the course. I would recommend it to anyone who has a real zeal for studying. Alhamdulillah, by deciding to study here, I feel I’ve made one of the best choices of my life.
Specialisation: Islamic Endowments
Nearing the end of my ‘Alim class in Blackburn Dar al-‘Ulum, I knew that I wanted to study formally for at least another year. But, I was not sure what to study. Ifta’ seemed the best option. However, as I will touch upon later, I had no real idea what doing an Ifta’ course actually entailed. After consulting with my teachers, speaking with a few friends, and doing istikharah, I decided to take a leap and apply for the Whitethread Ifta’ course. I already knew a few students that were studying there and was aware of how intense and rigorous the course was. I can still remember the Zoom interview with Mufti ‘Abdur Rahman. It was a real eye-opener as to the standards Whitethread expected. I was being stopped on every other word in my attempt to translate the Hidayah’s kitab al-buyu’. After a few lines, I managed to pick up on the manner that Mufti sahib wanted me to read and translate. I found some comfort when he remarked that I seemed to be a fast learner.
After finding out that I had a place in Whitethread, I had to buy a laptop. A reliable laptop is a must when it comes to Ifta’. I stressed a lot in the initial weeks when my laptop started playing up. The teachers helped me out by directing me to a reliable repair shop. And I also learnt the hard way of why it is necessary to always back up all files online and on an external drive as well.
As alluded to above, it became very clear to me within a few weeks, that I had no real idea what doing Ifta’ actually meant. I had joined thinking that I would brush up on my fiqh, research a few issues and learn how to answer questions. However, day by day, my mind began to widen and accept that doing Ifta’ is a lifelong effort. “A labour of love.” There was more to it that just copying other scholars. Instead, our teachers wanted us to think for ourselves, research as thoroughly as we could and present our conclusions in the most simple, logical and practical manner.
Looking at my classmates, I really felt out of my depth. Some people could read and speak Arabic better than they could in English, some had already studied abroad for several years and some had university degrees. And then there was me. However, I soon realised that in Ifta’, every student is in the same playing field. One’s God-gifted intelligence can only take one so far. Beyond that, it’s about one’s sincerity, dedication and time management. I started looking at my classmates as a blessing. Their diversity became a motivation and opened up the doors to learning so many things that I would have, otherwise, never known. After a long day of class, sitting back and having a laugh with them helped to unwind and relax my mind.
Another blessing that I have had over the two years is being able to attend class on-site every day. Sometimes, it would just be the teachers and I in class. This allowed me to benefit directly from the teachers, especially before and after class. I got to observe the way they would do things, talk to people and deal with difficult situations. Coming on-site ensured that I was on my toes. There was no chance of becoming lazy. I also got the opportunity to serve them such as making their daily cup of coffee. I believe that coming on-site was a big motivational factor for me staying persistent and consistent throughout the two years.
One difficulty that I had was actually partly my own fault. There is no doubt, as even the teachers will agree, that the course is extremely demanding. However, many times I applied extra stress and pressure on myself. It felt like my research and answering questions was being fuelled by wanting to avoid getting told off the next day. The benefit to this though, was that it did prevent me from slacking. As the course progressed, I began to stress less. I tried looking at the research as an adventurous journey that I would enjoy, rather than a burden. It was a matter of me trying my best. And after that, relaxing without worrying too much. If I got the answer wrong in class, it would not be the end of the world. I would note down the problem and try not to make that mistake again.
A standout feature from the two years was the high level of professionalism. The teachers were fair and unbiased. They gave chances to students to prove themselves. Every student had the opportunity to speak their mind as long as they could coherently argue their point well enough. Even when there was a need to critique, rebuke or reprimand, it was clearly done out of care for us. The teachers were transparent with us. They often repeated the motto “Don’t suffer in silence” and lived by this.
At the end of the first year, the teachers were kind enough to pick myself for a scholarship. This gave me great relief and confidence that I was on the right track. However, I also knew how much I had, and still have, to improve.
The Ifta’ course at Whitethread Institute is so much more than just an Ifta’ course. I remember once discussing the price of the fees with a classmate. He remarked, “I actually think it’s undercharged.” And I definitely agree as there are so many more additional benefits that I have gained over the two years. For example, free access to different short courses, online discussions with experts in fields like media and biology, witnessing arbitrations, practically going with the teachers to confirm the qiblah direction in the local shopping centre, etc.
To summarise, I am extremely grateful to Allah, my parents and teachers for these two years. I would be lying if I said it was easy. But, it was the intensity that pushed me to grow. It gave me confidence to believe in myself. I improved my Arabic reading, my ability to focus for longer periods, my critical thinking and my English speaking and writing. Throughout the two years, I took part in leading youth events in my area. Studying Ifta’ gave me the courage and composure to lead a few short courses and deal with many questions that the youth had.
Specialisation: Fiqh of Women
Enrolling in the Whitethread Ifta’ program was a decision born out of introspection after being diagnosed with a chronic liver condition in mid-2020. This diagnosis compelled me to reevaluate my life and redirect my focus toward continuous study and teaching of Islamic Sciences.
Initially, the idea of specialising in fiqh and ifta’ felt daunting, given its weighty responsibilities and my doubts about my capabilities in this field, as I had been more inclined to tafsir in general. However, with health concerns managed by Allah’s grace, I decided to take the plunge, despite the challenges of late-night classes and the mental exhaustion that followed. Mufti Mangera had once joked about the program being so intense that we should be having dreams about fatwas, which is exactly how it panned out for me; due to time differences, I would go to bed straight after classes finished, and would wake up with fatwas and the previous night’s class discussions swimming in my mind before I could register the morning.
The program came with hurdles – adapting to male interaction with minimal experience prior, overcoming timidity, and grappling with the intensity of fatwa writing, which was one of my biggest hurdles during ifta’ training. I struggled with nearly every aspect of fatwa writing – writing the answers in a cohesive way, organising my ideas, and understanding the practicality and context of the fatwas. It seemed that the more I tried, the more terrible my writing became. I went through phases of trying different techniques; from spending more time on the fatwas, then giving up, and then trying again by working very slowly and deliberately, but to no avail. Then I varied the tactics by reading books on writing, making notes and summaries, taking online courses on writing, lengthening my morning walks in an effort to clear my mind, walking on a different side of the path so that looking at my environment from a different angle would re-arrange the neural pathways in the brain, taking different routes when driving to the same destination to stimulate different parts of the mind, reading books on how to think clearly and logically, changing the locations I worked in, having my fatwas edited by multiple fellow students and ‘alimats and implementing their feedback, fixed my eating habits to keep my mind clear and alert, reading books on mindset and resilience, and finally, after taking all the means and letting all expectations go, I began to see improvement.
While the ifta’ journey was physically and emotionally taxing, it also clarified my future aspirations in Islamic scholarship, strengthened my sense of community responsibility, and enhanced my confidence in engaging with communal needs and collaborating with fellow ʿalimat.
Ultimately, the Ifta’ training was both a humbling and empowering experience, and a reminder of the thrill I have always found in studying and overcoming challenging goals, as well as an inspiration to continue striving for a meaningful Islamic legacy.
Specialisation: Islamic Family and Marital Law, Hajj, Recreation and Play
I had the privilege of knowing and learning from both Mufti Abdur Rahman and Mufti Zubair, the two Whitethread Ifta’ teachers prior to enrolling on the course. Thus, I was well aware of their pedagogical style and skill, and so I had no hesitation in joining the course when the opportunity arose. I also knew the exacting standards which were demanded of students, and the vision the teachers had for the course and the students. All these factors made the course an extremely attractive proposition for me, especially as someone who enjoys being challenged academically and intellectually stimulated. And I can confidently say that after completing the two-year programme, I was certainly intellectually engaged by the high-level discussions that were a daily fixture in the Ifta’ schedule. Sometimes the conversations would reach such depth and passions that it reminded me of the 40-scholar body of Imam Abu Hanifah!
Having said that, it was also these conversations that provided the biggest challenge of the Ifta’ course. To contribute positively to the discussions, and not just feel like a bystander, one had to be well-prepared. Specifically, prepared with answers for 3-5 questions a day, 5 days a week. I would be lying if I said I loved every day of it. Some days, preparing 3 to 5 questions really did feel like a burden. However, the pressure of having your answers assessed and critiqued daily by the teachers as well as the other students meant there was no chance to slack. And this is the reality of any worthwhile endeavour in which one wants to attain proficiency. One has to keep committed and dedicated, whether rain or shine.
Moreover, the Ifta’ course throws you in at the deep end from the very beginning, and you either learn to swim, or drown. While initially the breadth of sources which one must consult before writing an edict can be quite overwhelming, over time one learns to quickly recognise which sources to consult for which issues, and how to navigate the plethora of sources. One also becomes personally acquainted with the writing style and terminology of the jurists. As a consequence, an Ifta’ graduate is well placed to teach any Ḥanafi legal text. This is one of the many corollary benefits that I have attained as a result of the Ifta’ course.
I remember when I began the Whitethread Ifta’ course, I envisioned that at the end of two years, I would be confident in answering common questions from across the spectrum of Ḥanafī law, and writing this at the end of two years, I think I have achieved this. What I didn’t envision is that I would leave feeling like I need another decade before I could really master the intricacies of Ḥanafī law. I have come away with a real appreciation of the depth and precision of our corpus of law, and a sense of pride that I am being afforded the opportunity to build on this tradition. And this brings me to my next point, which is that the Whitethread Ifta’ course doesn’t just train you to simply become a transmitter of the madhhab, passing down what the earlier jurists have said, but rather it aims to help you think at their level, engage with their ideas critically so as to develop the skills to provide creative but grounded solutions to up-and-coming issues affecting the Muslim community. This is something that the greats of the Deobandi tradition are well known for.
Now, while we were prohibited from consulting non-Arabic sources for most questions, there are certain contemporary questions which require one to resort to the works of recent scholars, especially those in Urdu. And there is a certain buzz when one can write, in responding to such a question, that Faqih al-Ummah Mufti Mahmud Hasan held this opinion, and Hakim al-Ummah Mawlana Thanwi opined such, and Shaykh al-Islam Mufti Taqi Usmani adopted this view, but according to my research, the most correct view is the following. This is not to say that one has reached the level of these greats after two years of study, but rather that the Whitethread Ifta’ course teaches you to aspire to reach their level of thought and reasoning.
This brings me to my final point, the Whitethread course, as great as it is, cannot force a student to become a jurist, it simply provides the resources and assistance to tread the path, however, success is just as much dependent on the vigour of the student as it is on the facilities provided by the institute. Thus, my parting advice to any budding student considering the Whitethread Ifta’ course is to commit yourself entirely to the process, because as the great Imam Abu Yusuf said, “Knowledge will not give you a part of it until you give it all of yourself”.
Specialisation: Islamic Bioethics
When I first applied to the Whitethread ifta’ course, I was required to complete a timed online exam. The exam itself warned me that the course was not for the foolhardy. It had been over ten years since I had studied full-time and although I had engaged in numerous shorter courses over the last decade, no amount of warning could have prepared me for the effort, time and focus that were required for the Whitethread ifta’ course.
With five hours of online attendance daily, it was pretty much half of my daylight hours spent in class. That, coupled with 4 to 5 hours of rigorous fatwa-writing daily, left me with very little time to fulfil the responsibilities of a house-wife and mother. My additional ḥadīth and qira’ah classes – together with the other community projects which I run – all added up, filling my hours, days and weeks until I started wondering if I could manage it all.
I came close to leaving at least twice during the two years, the first being shortly after I discovered I was expecting again…the difficulty of pregnancy together with the thought of raising a new-born while continuing the iftā’ full-time seemed too much to bear. The second time was a few months after my little one was born: it was a rough transition and at some point I thought I wouldn’t make it. I asked advice from my teachers; and al–hamdu lillah, the advice and guidance they provided helped me to get through the rest of the time. I also cut back on some of the community projects so that I could free up my weekends to work on fatwas, which was a huge help.
All in all, it was a tough and challenging ride, but to be honest, even knowing how difficult it would be, I would do these two years all over again if I could. However, in retrospect, I would free up more of my time so that I could give the course the full rights that it deserves. The quality of knowledge and experience I gained through this course is something that cannot be verbalized. I definitely have a completely different outlook and understanding of fiqh compared to two years ago, and my ability to grasp the arguments, reasoning and explanations of the jurists has vastly expanded.
One thing which I really appreciated and found special in this course, was the dedication and time given to every single student. Despite there being a reasonable amount of students, no one could ever complain of feeling left out: rather, you would be in trouble for NOT making yourself heard. Never would any student feel ashamed to express differing views, provided they could back it up juristically of course. In fact, sometimes discussions brought up would allow us all to ponder more deeply and research more thoroughly. It reminded me of the words of Shurayh Al-Qadi, when asked how he had attained his knowledge: ‘through interaction with the scholars; I took from them and I gave them.’
In conclusion, I would say that this course is every bit worth its name and then some. May Allah accept the efforts of the teachers, organisers and facilitators; and make it a means of benefit for all. Amin.
Specialisation: Islamic Endowments
One of the reasons I wanted to study the Ifta’ program at Whitethread is because of how rigorous the course is in comparison to many others. The high standards and intenseness of the program appealed to me, as I felt that often, the title ‘Mufti’ is given out too easily without the requisite effort, study, and sacrifice being made. After undergoing this program and being able to experience first-hand the high levels of academic study, in-depth research, and sophisticated debates at Whitethread, I can assuredly affirm that the Whitethread approach reflects the necessary hard work and dedication required for a Mufti, as the students will continue to hone their fatwa writing skills under the guidance of the respected teachers even beyond the initial two years of their training.
Without doubt, the program is not for everyone due to its intensive nature. Over the two years many of our fellow classmates left, which may have been demoralising for others, though personally I did not waver or at any point consider leaving, as I had firmly resolved from the outset to see it through to the end. But it is definitely something that requires a long-term commitment and dedication. As is the practice of iftā’ itself, it demands a lifelong commitment. One of the intensive yet distinguishing features here is that the students write five fatwas everyday which are then presented in an open discussion amongst all students and teachers, and are cross examined and critiqued to the finest of details. This refining process really develops the student’s precision in writing and gives them insight into the nuances and subtleties when producing a fatwa.
The program has strengthened my critical thinking skills and has given me confidence in researching any issue by being able to directly consult primary texts from the vast Muslim scholarly tradition and then being able to provide a comprehensive and relevant legal response. It has given me the ability to write responses whilst taking into consideration my context and making sure to fully grasp modern concepts before applying the relevant fiqh onto any given issue. It has also deepened my understanding of fiqh in general, in its breadth and depth, as well as its related sciences and sub-categories.
Specialisation: Food and Dietary Law
When I started looking into Ifta’ courses, I came across Whitethread Institute’s Ifta’ Specialization Program. The name Mufti ‘Abdur-Rahman Mangera immediately caught my attention. Having read his books and listened to his lectures for years, the idea of studying under him felt thrilling. What followed were three of the most challenging, exhausting, yet transformative years of my life. Now, as I reflect on my journey at Whitethread, I can say with absolute conviction that every moment, including the sleepless nights, was worth it, alhamdulillah.
I initially enrolled part-time in September 2021, with the goal of completing the course in four years – which I later changed to three years. Classes started at 2:30 AM due to the six-hour time difference with the UK, making the experience all the more intense.
The first period was usual al-ifta’ with Mufti Zubair. Although I had studied this subject before, Mufti Zubair’s teaching style was unique. One of the things I particularly benefited from was his method of having us memorize and repeat the discussion before beginning each class. This not only reinforced my understanding but also built a solid foundation for the subject. Mufti Sahib also had us thoroughly go through the texts of every masʾala mentioned which really helped my comprehension of the material.
The next period was dedicated to the furu’ session. Initially, I assumed it would be similar to how we were taught in madrasa, where we would read the text and provide explanations. However, Mufti ‘Abdur-Rahman’s teaching style was refreshingly different. His meticulous attention to detail in translation stood out to me, and it inspired me to adopt a similar approach in my own teaching.
Then came the fatwa or mashq period. As part-time students, we were only required to complete one out of five questions. This came with both advantages and disadvantages. On the plus side, it meant less time spent on research outside of class. However, because we focused on just one question, it sometimes took longer to fully grasp the broader discussions, especially when the question was an offshoot of a previous one. The reduced workload also led us to feel obligated to include extra details in our answers – sometimes even addressing points from questions we hadn’t been assigned but the full-timers already had. This occasionally caused inconvenience for the teachers, who had to point out the unnecessary details.
Additionally, since we only tackled one question, we didn’t get as much practice or critique in our responses. At times, we didn’t get a chance to present the one question we had worked on because others had already presented, and the class would move on to the next question. By the end of a year of mashq, I felt that I still had significant room for improvement. But I sensed that the teachers were aware of this and didn’t put too much emphasis on it, knowing that we would revisit and refine our skills in the following years.
Another drawback was that part-time students didn’t take the usul al-fiqh or Asbhah classes, which made me feel like my answers lacked the “usuli” elements. I noticed that other students included principles (qawa’d), logic (qiyas), or their own ijtihad in their answers, which strengthened their arguments and gave their responses more depth.
The following year, I decided to enroll full-time, wanting to finish as quickly as possible. Looking back, I’m incredibly thankful for that decision. The transition from part-time to full-time was challenging at first – it meant longer class hours and more time spent on research. I struggled with the mashq in the beginning, especially compared to the other full-timers who had more experience. One of the biggest challenges for me was learning how to be concise and writing clearly without overwhelming the reader.
To improve, I had to invest more time in my work. I dedicated at least five to six hours every day. After teaching, I’d come home around 5 PM, take a nap, and then start working from 7 or 8 PM until class started at 2:30 AM. This became my daily routine. Apa Rahmah and I would review each other’s answers, and my husband also helped me edit them. I also realized that reading the full discussion in Radd al-Muhtar was far more beneficial. Although lengthy at times, it included all the viewpoints, objections, and generally the summary of the correct answer at the end.
In my third year of Ifta’, I returned to part-time to complete the second half of the first year. However, even though I was part-time again, I found it equally demanding because this time all the questions were required. While the class hours were two hours shorter than for the full-timers, the workload and time commitment outside of class were nearly the same. Having briefly gone over the discussions two years earlier gave me some familiarity, but naturally, the teachers had higher expectations since it was my third year – and rightfully so. That being said, I still felt that I ended the year needing to continue refining and polishing my answers, knowing there was always room for growth and improvement.
Throughout the three years of Ifta’, the biggest challenge for me was managing my schedule. One might think that I would eventually adjust, but I never did. My days and nights completely flipped – staying awake all night and sleeping at 8 AM. I truly understood why Allah designated the night for rest and the day for work. Daytime sleep never compensated for the lost night’s rest, and it felt even worse in winter when sunset would be around 4 PM. Hardly seeing daylight was quite disheartening.
What made things even more difficult was a spinal disc herniation I suffered just a month after starting Ifta’ in 2021. It left me bedridden for months, unable to walk or move without intense pain. I felt completely helpless and dependent, with little help other than from my husband. Unfortunately, the pain lingered on and off throughout the rest of the course. Alhamdulillah, I’m proud to say I didn’t miss a single day of class because of it. The teachers were very understanding and sometimes excused me from presenting, but I still attended every class, lying down much of the time with my books and laptop propped up on my knees. I didn’t want to miss a single day or lose the barakah and continuity of the lessons.
One aspect, that made Ifta’ at Whitethread truly special was the opportunity to participate in the Indian Fiqh Seminars. The topics were contemporary and relevant, and I felt a sense of pride in contributing to the research. These seminars improved our research skills, taught us how to exercise independent reasoning (ijtihad), and showed us how to respectfully hold differing views from other scholars. This emphasis on independent thinking was a key theme throughout the entire course. Before Ifta, I wouldn’t have been comfortable forming my own conclusions apart from the scholars’ view, but this course taught me how to do so with both confidence and respect.
I also appreciate the time the teachers dedicated to training us to maintain high-quality work and taking the time to go through all our answers. Today, alhamdulillah, when I read fatwas from students of other dar al-ifta’s, I can see the difference in the standard of work we were taught to uphold.
Overall, I wouldn’t change my decision to complete Ifta’ at Whitethread Institute. Having done both part-time and full-time, I’d recommend the course as full-time to anyone who is prepared for its demands. The quality of teaching and training, while staying rooted in tradition, was exceptional. I appreciated how well the course curriculum was structured, the progression of topics from year to year, and the skills we were able to acquire by the end of the course.
I sincerely pray that Allah preserves our teachers, grants them Jannat al-Firdaws, and makes us a source of sadaqat al-jariya for them. Amin.
Specialisation: Citizenship, Integration, and Political Issues
I started Ifta’ straight after completing the ‘Alim course at Al Kawthar Academy. Since the ‘Alim course was part time, I had been able to complement it by studying extra fiqh outside of class hours, especially with Mufti Faraz. This helped me a lot and I am grateful to the teachers who gave me the skills and interest to study Iftāʾ in the first place, and who made my transition into it smooth.
A main reason to why I wanted to study Ifta’ was that, despite having studied fiqh, I was not confident in answering fiqh questions. This included many common and important questions. At times I knew that there was a difference of opinion but didn’t know how to choose from them. There are still many questions that I find difficult and am not comfortable answering, but at least I feel the course has helped me on the way and also has given me a good guidance for my own action.
As for the Ifta’ program routine, it was more intense than I had expected, at least in the beginning (the second year was less intense). As students, we were held accountable if we hadn’t completed our tasks and it often pushed me to sit up late at night completing the tasks. This was for our own benefit since, as we were told, these two years were formative and we had to make the most of them. At first I had plans to do other things on the side of the Iftāʾ, but the intensity of the course forced me to really focus on the Ifta’ only.
One thing that I am very grateful for is that the teachers had genuine concern for the students and when they noticed weaknesses in students they tried to rectify them, even when it was not strictly related to Ifta’. I myself was weak in giving lectures, tajwid and reading Arabic texts loudly but due to the teachers’ efforts, I have been able to improve in these areas, at least slightly. The amount of support offered by the teachers was truly remarkable and I hope that I will be able to give something back to them one day. I am also very grateful to my family who underwent sacrifices whilst I was spending the weekdays in London for the course.
The core of the course lay in answering fiqh questions. All students answered the same pre-formulated questions and we discussed the answers in class the next day. I found this method very beneficial. When discussing our answers in class, many a time I realised that my classmates had points that I had overlooked or misunderstood. These discussions and the feedback from the teachers were crucial to our development. It also increased the bond amongst us students which really was a major benefit.
We answered approximately 5-7 questions a day. How long time it took depended on how deep we went into them. Often, the more time I gave, the better understanding I got and the more well-grounded my answers were.
It is therefore important to assign much time for the answers. The teachers will catch you out if you give a lazy answer which lacks nuance – but the main responsibility falls on the individual student to do thorough research. I would therefore recommend somebody interested in the Iftāʾ program to set aside plenty of time for it. That will be of benefit in the long run inshāʾ Allah.
Specialisation: Citizenship, Integration, and Political Issues
My main motivation for taking the Whitethread Ifta’ course was to find answers to fiqh related questions that I could not find answers to elsewhere. My intention at the time of enrolling was more focussed on developing my own understanding of fiqh.
Initially I thought that I had a relatively good understanding of how an ifta’ program works as I had started some ifta’ studies under other organisations previously. However, the course at Whitethread turned out to be much more intense than I had anticipated. There was a high standard and expectation kept of students, and it was not the place where someone could just attend classes and get by. Student were given approximately five questions a day and a typical day would require a student to spend anywhere between 5-8 hours outside of class time, researching and writing answers to those questions. Each day, teachers would thoroughly critique student’s answers, even down to the placement of commas and full stops. Coming to the class without answers was not an option. The questions were not always easy to resolve and at times students would have different answers. Each student would need to defend their answer from the critique of teachers as well as fellow students. I feel this daily back and forth between fellows and teachers was the most helpful in developing an understanding of the mechanics that were in operation behind the fiqh and resulted in students not only learning new rules but more importantly, mastering the skills needed to formulate answers to new issues. Knowing a ruling was not sufficient but understanding each component of fiqh and how it functions was necessary. This ensured that answers were not just regurgitated from the works of others. This made me appreciate the depth and the complexities that surround fiqh. I feel that this is where I benefited the most from the course.
I would recommend that a book of fiqh be revised before enrolling onto the ifta’ program, be it a concise one. As it had been a few years since I had studied certain chapters, at times, I felt I was playing catch up before I could engage with discussions on the level of ifta’. Had I covered the main chapters before the course, my time would have been spent more efficiently.
Covering around five questions a day is quite a challenge, but it does have its benefits. It allows students to cover many topics over the two-year period. It also ensures that students are constantly working throughout the course, and having that daily pressure ensures that you manage your time well and do not get lazy.
After completing the ifta’ program I continued answering questions via the Whitethread Fatwa Centre. I took on the role of an Imam as there would be some flexibility in my daily timetable to allow me to continue with my ifta’ work. Studying ifta’ is extremely helpful for an Imam as it allows you to confidently assist the congregation with their fiqh related questions which is one of the most common type of questions the congregation will ask.
Specialisation: Citizenship, Integration, and Political Issues
One of the main things that I learnt over these past two years is the answer to a question which left me speechless on the day of the Ifta’ interview: what are your weaknesses?
When Mufti Abdur-Rahman asked me that day I genuinely could not give him an answer, not exactly because my mind went blank (as I had said on that day) but because I had never before been asked to ponder on this. I’ve learnt throughout this entire process how deeply flawed I am, which enables me to reflect on the very objective of this course. I do not think I deeply pondered over the fact that a mufti is not an academic title, but a spiritual and religious one; it reflects a specific status the holder of such a title is expected to conform to. Of course, they are expected to have an academic pedigree but also act with brilliant character and decorum. A mufti is one who holds the trust of the people, and thus, their character must reflect this. As I introspect about this, I attempt to develop myself so that one day I may be worthy of this status.
What made our Ifta’ experience so unique – as opposed to Ifta’ programmes elsewhere – is that Mufti Abdur-Rahman had to force us to start reading from secondary Urdu sources for confirmation. For the first few months of our course, our exposure was to the primary Arabic sources alone. We learnt that copying the thoughts of another contemporary mufti would be a backstep to what our real aspirations should be; to be like these muftis. We were told to be critical and analyse the thoughts of secondary sources; to quote someone without examining their evidence could turn out to be a huge mistake when our answers were reviewed.
Principally, the Ifta’ programme taught us that balance is the essence of good work. We were told to be critical and use the primary sources for our comprehension of an issue. At the same time, our contributions are not to be foolhardy by isolating ourselves from the majority with ‘quirky’ views. We were taught to balance; balance our independent academic research with the needs of the community and the scrutiny of our peers. The spirit of Ifta’ and fatwa is in this middle ground of representing “orthodoxy” while balancing out these different variables.
I suppose I could have learnt Islamic Law at a university somewhere – maybe the middle-east or even at a British university. Though, the benefit that this course provided was being able to see the threads of spirituality deep-rooted into our research. I was told to think originally, analyse arguments and provide critique. The unspoken rules which I learnt in abundance are these meta-ideas about spirituality, community needs and approaching issues with wisdom and foresight.
I close my reflections which another anecdote from the Ifta’ interview. Mufti Abdur-Rahman asked us, “why are you interested in fiqh, is it not just a really dry subject?” This process has taught me that fiqh is anything but dry. The mufti has to grapple with all these competing variables and see the threads to make the response applicable to the questioner’s lived experience. In essence, it is to give life to the law, and a pretty organic process at that.
Specialisation: Islamic Family and Marital Law
I had been considering doing an Ifta’ specialization course for several years but was not inclining towards any of the available programs for women. This was because Ifta’ programs for women are generally watered-down versions of the ones offered for men, and even women who excel in them are not authorized to give fatwas. When I heard of the program offered by Whitethread Institute I was sure that it would be different from the others, but online students were not allowed to join the first cohort. Alhamdulillah I was given a chance to join the second cohort, and soon after the program started, I realized that it not only met but surpassed my high expectations; however, it also proved to be more challenging than I had ever imagined.
A major personal challenge for me initially was the adjustment to becoming a student after having been a teacher for many years. The openness of the teachers at Whitethread to discussion and even disagreement meant that I was allowed to ask questions and speak my mind, and it took me a while to realize that this was not a discussion forum, and that I was not the one conducting it! Furthermore, the honest and direct style of the teachers in critiquing my work and my interaction was not one I was accustomed to, and it took a while to understand that none of it was personal but meant solely for my improvement. I also had preconceived notions of what the teachers were like that clouded my perception of their comments, but as I got to understand them better, I was able to shed my misconceptions, and appreciate the sincerity with which the comments were being made.
The time commitment required to stay afloat in the program was a challenge for all students, and the way I managed it personally was largely through advance planning. When I knew I would not be able to make time for the homework during weekdays, I would try to get as much done on the weekend as possible, in order to lighten the daily load during the week. I found out when we would be covering questions on topics that I found difficult, such as buyū’ (trade), and tried to make as few other commitments for that time as possible. I mostly started preparing for exams weeks in advance, revising a few pages a day so I would not be overburdened with it at the end, or worst, have to attempt the exam unprepared.
The mental pressure of completing the work on time, being alert and attentive throughout the four-five hours of classes, always being mindful of the temperaments of the teachers, remembering to make all the suggested changes and improvements, etc. was ever-present and overwhelming at times. However, what helped me personally was reaching out to the teachers whenever I felt in over my head and asking for advice and assistance. Alhamdulillah, I always found the teachers to be considerate and accommodating, and this cooperation kept me from being pushed to the brink on many occasions. I also discovered coping mechanisms and internal strength that I did not realize I had, and am grateful for that life-enhancing discovery.
I can safely say that my two years in the Ifta’ program at Whitethread Institute consisted of not only the most concentrated learning I have ever done in my life, but it was also an opportunity for immense self-growth. While I cannot say that I wish for it all over again (the coping mechanisms have their limits!), I would not have exchanged it with all its ups and downs for anything else. May Allah Karīm reward our teachers and everyone else who allowed us this invaluable opportunity.
Specialisation: Islamic Endowments
I started the Ifta’ programme in a class where the remaining students were heading into their second year. Thus, I was tasked with trying to bring myself up to par with my fellow classmates. What helped me with this, and is something which I believe will greatly help all students, is the understanding and mindset that these are likely the last two years of full time studying. Consequently, each student should aim and be as insatiable as they can in acquiring knowledge and benefitting from the teachers as well as the other students.
One thing which I gained great benefit from during my first year is the discussions with the teachers and fellow students. This enabled me to grow in that I understood and consider alternative answers to every question. Furthermore, before being convinced about my own answer, I had to learn to consider all possible objections, as a teacher or student would pick up on it. I did not initially have the confidence order to engage in such discussions. What helped me in this was seeing that as long as an answer was not completely illogical, it would be considered. Each answer would be given its due right. Furthermore, each student is expected to raise any objections they may have to a fellow student’s answer.
Specialisation: Oaths and Vows
Studying the Iftā’ course at Whitethread Institute was an incredibly inspiring journey. Prior to joining the course, as a graduate of a traditional ‘Alimiyya programme, I felt very strongly the need to be more relevant in serving my community. When a friend suggested that I join Whitethread, I decided to give it a go. I can see now how much it has helped me in achieving this goal of relevance, and I feel very confident when addressing issues that are needed in my community.
Our instructors were greatly supportive throughout this journey. From the very beginning, they had told us to “never suffer in silence”. It meant so much to me. I had a particular problem related to travelling to class to study onsite. I was living outside of London, and commuting every day of the week to the site was getting extremely difficult. It was due to the above statement of my teachers that I plucked up the courage and raised this concern to them. They were very facilitating and provided me with a solution that suited my circumstances.
All in all, I really enjoyed and greatly benefitted from the course. I would recommend it to anyone who has a real zeal for studying. Alhamdulillah, by deciding to study here, I feel I’ve made one of the best choices of my life.
Specialisation: Islamic Endowments
Nearing the end of my ‘Alim class in Blackburn Dar al-‘Ulum, I knew that I wanted to study formally for at least another year. But, I was not sure what to study. Ifta’ seemed the best option. However, as I will touch upon later, I had no real idea what doing an Ifta’ course actually entailed. After consulting with my teachers, speaking with a few friends, and doing istikharah, I decided to take a leap and apply for the Whitethread Ifta’ course. I already knew a few students that were studying there and was aware of how intense and rigorous the course was. I can still remember the Zoom interview with Mufti ‘Abdur Rahman. It was a real eye-opener as to the standards Whitethread expected. I was being stopped on every other word in my attempt to translate the Hidayah’s kitab al-buyu’. After a few lines, I managed to pick up on the manner that Mufti sahib wanted me to read and translate. I found some comfort when he remarked that I seemed to be a fast learner.
After finding out that I had a place in Whitethread, I had to buy a laptop. A reliable laptop is a must when it comes to Ifta’. I stressed a lot in the initial weeks when my laptop started playing up. The teachers helped me out by directing me to a reliable repair shop. And I also learnt the hard way of why it is necessary to always back up all files online and on an external drive as well.
As alluded to above, it became very clear to me within a few weeks, that I had no real idea what doing Ifta’ actually meant. I had joined thinking that I would brush up on my fiqh, research a few issues and learn how to answer questions. However, day by day, my mind began to widen and accept that doing Ifta’ is a lifelong effort. “A labour of love.” There was more to it that just copying other scholars. Instead, our teachers wanted us to think for ourselves, research as thoroughly as we could and present our conclusions in the most simple, logical and practical manner.
Looking at my classmates, I really felt out of my depth. Some people could read and speak Arabic better than they could in English, some had already studied abroad for several years and some had university degrees. And then there was me. However, I soon realised that in Ifta’, every student is in the same playing field. One’s God-gifted intelligence can only take one so far. Beyond that, it’s about one’s sincerity, dedication and time management. I started looking at my classmates as a blessing. Their diversity became a motivation and opened up the doors to learning so many things that I would have, otherwise, never known. After a long day of class, sitting back and having a laugh with them helped to unwind and relax my mind.
Another blessing that I have had over the two years is being able to attend class on-site every day. Sometimes, it would just be the teachers and I in class. This allowed me to benefit directly from the teachers, especially before and after class. I got to observe the way they would do things, talk to people and deal with difficult situations. Coming on-site ensured that I was on my toes. There was no chance of becoming lazy. I also got the opportunity to serve them such as making their daily cup of coffee. I believe that coming on-site was a big motivational factor for me staying persistent and consistent throughout the two years.
One difficulty that I had was actually partly my own fault. There is no doubt, as even the teachers will agree, that the course is extremely demanding. However, many times I applied extra stress and pressure on myself. It felt like my research and answering questions was being fuelled by wanting to avoid getting told off the next day. The benefit to this though, was that it did prevent me from slacking. As the course progressed, I began to stress less. I tried looking at the research as an adventurous journey that I would enjoy, rather than a burden. It was a matter of me trying my best. And after that, relaxing without worrying too much. If I got the answer wrong in class, it would not be the end of the world. I would note down the problem and try not to make that mistake again.
A standout feature from the two years was the high level of professionalism. The teachers were fair and unbiased. They gave chances to students to prove themselves. Every student had the opportunity to speak their mind as long as they could coherently argue their point well enough. Even when there was a need to critique, rebuke or reprimand, it was clearly done out of care for us. The teachers were transparent with us. They often repeated the motto “Don’t suffer in silence” and lived by this.
At the end of the first year, the teachers were kind enough to pick myself for a scholarship. This gave me great relief and confidence that I was on the right track. However, I also knew how much I had, and still have, to improve.
The Ifta’ course at Whitethread Institute is so much more than just an Ifta’ course. I remember once discussing the price of the fees with a classmate. He remarked, “I actually think it’s undercharged.” And I definitely agree as there are so many more additional benefits that I have gained over the two years. For example, free access to different short courses, online discussions with experts in fields like media and biology, witnessing arbitrations, practically going with the teachers to confirm the qiblah direction in the local shopping centre, etc.
To summarise, I am extremely grateful to Allah, my parents and teachers for these two years. I would be lying if I said it was easy. But, it was the intensity that pushed me to grow. It gave me confidence to believe in myself. I improved my Arabic reading, my ability to focus for longer periods, my critical thinking and my English speaking and writing. Throughout the two years, I took part in leading youth events in my area. Studying Ifta’ gave me the courage and composure to lead a few short courses and deal with many questions that the youth had.
Specialisation: Fiqh of Women
Enrolling in the Whitethread Ifta’ program was a decision born out of introspection after being diagnosed with a chronic liver condition in mid-2020. This diagnosis compelled me to reevaluate my life and redirect my focus toward continuous study and teaching of Islamic Sciences.
Initially, the idea of specialising in fiqh and ifta’ felt daunting, given its weighty responsibilities and my doubts about my capabilities in this field, as I had been more inclined to tafsir in general. However, with health concerns managed by Allah’s grace, I decided to take the plunge, despite the challenges of late-night classes and the mental exhaustion that followed. Mufti Mangera had once joked about the program being so intense that we should be having dreams about fatwas, which is exactly how it panned out for me; due to time differences, I would go to bed straight after classes finished, and would wake up with fatwas and the previous night’s class discussions swimming in my mind before I could register the morning.
The program came with hurdles – adapting to male interaction with minimal experience prior, overcoming timidity, and grappling with the intensity of fatwa writing, which was one of my biggest hurdles during ifta’ training. I struggled with nearly every aspect of fatwa writing – writing the answers in a cohesive way, organising my ideas, and understanding the practicality and context of the fatwas. It seemed that the more I tried, the more terrible my writing became. I went through phases of trying different techniques; from spending more time on the fatwas, then giving up, and then trying again by working very slowly and deliberately, but to no avail. Then I varied the tactics by reading books on writing, making notes and summaries, taking online courses on writing, lengthening my morning walks in an effort to clear my mind, walking on a different side of the path so that looking at my environment from a different angle would re-arrange the neural pathways in the brain, taking different routes when driving to the same destination to stimulate different parts of the mind, reading books on how to think clearly and logically, changing the locations I worked in, having my fatwas edited by multiple fellow students and ‘alimats and implementing their feedback, fixed my eating habits to keep my mind clear and alert, reading books on mindset and resilience, and finally, after taking all the means and letting all expectations go, I began to see improvement.
While the ifta’ journey was physically and emotionally taxing, it also clarified my future aspirations in Islamic scholarship, strengthened my sense of community responsibility, and enhanced my confidence in engaging with communal needs and collaborating with fellow ʿalimat.
Ultimately, the Ifta’ training was both a humbling and empowering experience, and a reminder of the thrill I have always found in studying and overcoming challenging goals, as well as an inspiration to continue striving for a meaningful Islamic legacy.
Specialisation: Islamic Family and Marital Law, Hajj, Recreation and Play
I had the privilege of knowing and learning from both Mufti Abdur Rahman and Mufti Zubair, the two Whitethread Ifta’ teachers prior to enrolling on the course. Thus, I was well aware of their pedagogical style and skill, and so I had no hesitation in joining the course when the opportunity arose. I also knew the exacting standards which were demanded of students, and the vision the teachers had for the course and the students. All these factors made the course an extremely attractive proposition for me, especially as someone who enjoys being challenged academically and intellectually stimulated. And I can confidently say that after completing the two-year programme, I was certainly intellectually engaged by the high-level discussions that were a daily fixture in the Ifta’ schedule. Sometimes the conversations would reach such depth and passions that it reminded me of the 40-scholar body of Imam Abu Hanifah!
Having said that, it was also these conversations that provided the biggest challenge of the Ifta’ course. To contribute positively to the discussions, and not just feel like a bystander, one had to be well-prepared. Specifically, prepared with answers for 3-5 questions a day, 5 days a week. I would be lying if I said I loved every day of it. Some days, preparing 3 to 5 questions really did feel like a burden. However, the pressure of having your answers assessed and critiqued daily by the teachers as well as the other students meant there was no chance to slack. And this is the reality of any worthwhile endeavour in which one wants to attain proficiency. One has to keep committed and dedicated, whether rain or shine.
Moreover, the Ifta’ course throws you in at the deep end from the very beginning, and you either learn to swim, or drown. While initially the breadth of sources which one must consult before writing an edict can be quite overwhelming, over time one learns to quickly recognise which sources to consult for which issues, and how to navigate the plethora of sources. One also becomes personally acquainted with the writing style and terminology of the jurists. As a consequence, an Ifta’ graduate is well placed to teach any Ḥanafi legal text. This is one of the many corollary benefits that I have attained as a result of the Ifta’ course.
I remember when I began the Whitethread Ifta’ course, I envisioned that at the end of two years, I would be confident in answering common questions from across the spectrum of Ḥanafī law, and writing this at the end of two years, I think I have achieved this. What I didn’t envision is that I would leave feeling like I need another decade before I could really master the intricacies of Ḥanafī law. I have come away with a real appreciation of the depth and precision of our corpus of law, and a sense of pride that I am being afforded the opportunity to build on this tradition. And this brings me to my next point, which is that the Whitethread Ifta’ course doesn’t just train you to simply become a transmitter of the madhhab, passing down what the earlier jurists have said, but rather it aims to help you think at their level, engage with their ideas critically so as to develop the skills to provide creative but grounded solutions to up-and-coming issues affecting the Muslim community. This is something that the greats of the Deobandi tradition are well known for.
Now, while we were prohibited from consulting non-Arabic sources for most questions, there are certain contemporary questions which require one to resort to the works of recent scholars, especially those in Urdu. And there is a certain buzz when one can write, in responding to such a question, that Faqih al-Ummah Mufti Mahmud Hasan held this opinion, and Hakim al-Ummah Mawlana Thanwi opined such, and Shaykh al-Islam Mufti Taqi Usmani adopted this view, but according to my research, the most correct view is the following. This is not to say that one has reached the level of these greats after two years of study, but rather that the Whitethread Ifta’ course teaches you to aspire to reach their level of thought and reasoning.
This brings me to my final point, the Whitethread course, as great as it is, cannot force a student to become a jurist, it simply provides the resources and assistance to tread the path, however, success is just as much dependent on the vigour of the student as it is on the facilities provided by the institute. Thus, my parting advice to any budding student considering the Whitethread Ifta’ course is to commit yourself entirely to the process, because as the great Imam Abu Yusuf said, “Knowledge will not give you a part of it until you give it all of yourself”.
Specialisation: Islamic Bioethics
When I first applied to the Whitethread ifta’ course, I was required to complete a timed online exam. The exam itself warned me that the course was not for the foolhardy. It had been over ten years since I had studied full-time and although I had engaged in numerous shorter courses over the last decade, no amount of warning could have prepared me for the effort, time and focus that were required for the Whitethread ifta’ course.
With five hours of online attendance daily, it was pretty much half of my daylight hours spent in class. That, coupled with 4 to 5 hours of rigorous fatwa-writing daily, left me with very little time to fulfil the responsibilities of a house-wife and mother. My additional ḥadīth and qira’ah classes – together with the other community projects which I run – all added up, filling my hours, days and weeks until I started wondering if I could manage it all.
I came close to leaving at least twice during the two years, the first being shortly after I discovered I was expecting again…the difficulty of pregnancy together with the thought of raising a new-born while continuing the iftā’ full-time seemed too much to bear. The second time was a few months after my little one was born: it was a rough transition and at some point I thought I wouldn’t make it. I asked advice from my teachers; and al–hamdu lillah, the advice and guidance they provided helped me to get through the rest of the time. I also cut back on some of the community projects so that I could free up my weekends to work on fatwas, which was a huge help.
All in all, it was a tough and challenging ride, but to be honest, even knowing how difficult it would be, I would do these two years all over again if I could. However, in retrospect, I would free up more of my time so that I could give the course the full rights that it deserves. The quality of knowledge and experience I gained through this course is something that cannot be verbalized. I definitely have a completely different outlook and understanding of fiqh compared to two years ago, and my ability to grasp the arguments, reasoning and explanations of the jurists has vastly expanded.
One thing which I really appreciated and found special in this course, was the dedication and time given to every single student. Despite there being a reasonable amount of students, no one could ever complain of feeling left out: rather, you would be in trouble for NOT making yourself heard. Never would any student feel ashamed to express differing views, provided they could back it up juristically of course. In fact, sometimes discussions brought up would allow us all to ponder more deeply and research more thoroughly. It reminded me of the words of Shurayh Al-Qadi, when asked how he had attained his knowledge: ‘through interaction with the scholars; I took from them and I gave them.’
In conclusion, I would say that this course is every bit worth its name and then some. May Allah accept the efforts of the teachers, organisers and facilitators; and make it a means of benefit for all. Amin.
Specialisation: Islamic Endowments
One of the reasons I wanted to study the Ifta’ program at Whitethread is because of how rigorous the course is in comparison to many others. The high standards and intenseness of the program appealed to me, as I felt that often, the title ‘Mufti’ is given out too easily without the requisite effort, study, and sacrifice being made. After undergoing this program and being able to experience first-hand the high levels of academic study, in-depth research, and sophisticated debates at Whitethread, I can assuredly affirm that the Whitethread approach reflects the necessary hard work and dedication required for a Mufti, as the students will continue to hone their fatwa writing skills under the guidance of the respected teachers even beyond the initial two years of their training.
Without doubt, the program is not for everyone due to its intensive nature. Over the two years many of our fellow classmates left, which may have been demoralising for others, though personally I did not waver or at any point consider leaving, as I had firmly resolved from the outset to see it through to the end. But it is definitely something that requires a long-term commitment and dedication. As is the practice of iftā’ itself, it demands a lifelong commitment. One of the intensive yet distinguishing features here is that the students write five fatwas everyday which are then presented in an open discussion amongst all students and teachers, and are cross examined and critiqued to the finest of details. This refining process really develops the student’s precision in writing and gives them insight into the nuances and subtleties when producing a fatwa.
The program has strengthened my critical thinking skills and has given me confidence in researching any issue by being able to directly consult primary texts from the vast Muslim scholarly tradition and then being able to provide a comprehensive and relevant legal response. It has given me the ability to write responses whilst taking into consideration my context and making sure to fully grasp modern concepts before applying the relevant fiqh onto any given issue. It has also deepened my understanding of fiqh in general, in its breadth and depth, as well as its related sciences and sub-categories.
Specialisation: Food and Dietary Law
When I started looking into Ifta’ courses, I came across Whitethread Institute’s Ifta’ Specialization Program. The name Mufti ‘Abdur-Rahman Mangera immediately caught my attention. Having read his books and listened to his lectures for years, the idea of studying under him felt thrilling. What followed were three of the most challenging, exhausting, yet transformative years of my life. Now, as I reflect on my journey at Whitethread, I can say with absolute conviction that every moment, including the sleepless nights, was worth it, alhamdulillah.
I initially enrolled part-time in September 2021, with the goal of completing the course in four years – which I later changed to three years. Classes started at 2:30 AM due to the six-hour time difference with the UK, making the experience all the more intense.
The first period was usual al-ifta’ with Mufti Zubair. Although I had studied this subject before, Mufti Zubair’s teaching style was unique. One of the things I particularly benefited from was his method of having us memorize and repeat the discussion before beginning each class. This not only reinforced my understanding but also built a solid foundation for the subject. Mufti Sahib also had us thoroughly go through the texts of every masʾala mentioned which really helped my comprehension of the material.
The next period was dedicated to the furu’ session. Initially, I assumed it would be similar to how we were taught in madrasa, where we would read the text and provide explanations. However, Mufti ‘Abdur-Rahman’s teaching style was refreshingly different. His meticulous attention to detail in translation stood out to me, and it inspired me to adopt a similar approach in my own teaching.
Then came the fatwa or mashq period. As part-time students, we were only required to complete one out of five questions. This came with both advantages and disadvantages. On the plus side, it meant less time spent on research outside of class. However, because we focused on just one question, it sometimes took longer to fully grasp the broader discussions, especially when the question was an offshoot of a previous one. The reduced workload also led us to feel obligated to include extra details in our answers – sometimes even addressing points from questions we hadn’t been assigned but the full-timers already had. This occasionally caused inconvenience for the teachers, who had to point out the unnecessary details.
Additionally, since we only tackled one question, we didn’t get as much practice or critique in our responses. At times, we didn’t get a chance to present the one question we had worked on because others had already presented, and the class would move on to the next question. By the end of a year of mashq, I felt that I still had significant room for improvement. But I sensed that the teachers were aware of this and didn’t put too much emphasis on it, knowing that we would revisit and refine our skills in the following years.
Another drawback was that part-time students didn’t take the usul al-fiqh or Asbhah classes, which made me feel like my answers lacked the “usuli” elements. I noticed that other students included principles (qawa’d), logic (qiyas), or their own ijtihad in their answers, which strengthened their arguments and gave their responses more depth.
The following year, I decided to enroll full-time, wanting to finish as quickly as possible. Looking back, I’m incredibly thankful for that decision. The transition from part-time to full-time was challenging at first – it meant longer class hours and more time spent on research. I struggled with the mashq in the beginning, especially compared to the other full-timers who had more experience. One of the biggest challenges for me was learning how to be concise and writing clearly without overwhelming the reader.
To improve, I had to invest more time in my work. I dedicated at least five to six hours every day. After teaching, I’d come home around 5 PM, take a nap, and then start working from 7 or 8 PM until class started at 2:30 AM. This became my daily routine. Apa Rahmah and I would review each other’s answers, and my husband also helped me edit them. I also realized that reading the full discussion in Radd al-Muhtar was far more beneficial. Although lengthy at times, it included all the viewpoints, objections, and generally the summary of the correct answer at the end.
In my third year of Ifta’, I returned to part-time to complete the second half of the first year. However, even though I was part-time again, I found it equally demanding because this time all the questions were required. While the class hours were two hours shorter than for the full-timers, the workload and time commitment outside of class were nearly the same. Having briefly gone over the discussions two years earlier gave me some familiarity, but naturally, the teachers had higher expectations since it was my third year – and rightfully so. That being said, I still felt that I ended the year needing to continue refining and polishing my answers, knowing there was always room for growth and improvement.
Throughout the three years of Ifta’, the biggest challenge for me was managing my schedule. One might think that I would eventually adjust, but I never did. My days and nights completely flipped – staying awake all night and sleeping at 8 AM. I truly understood why Allah designated the night for rest and the day for work. Daytime sleep never compensated for the lost night’s rest, and it felt even worse in winter when sunset would be around 4 PM. Hardly seeing daylight was quite disheartening.
What made things even more difficult was a spinal disc herniation I suffered just a month after starting Ifta’ in 2021. It left me bedridden for months, unable to walk or move without intense pain. I felt completely helpless and dependent, with little help other than from my husband. Unfortunately, the pain lingered on and off throughout the rest of the course. Alhamdulillah, I’m proud to say I didn’t miss a single day of class because of it. The teachers were very understanding and sometimes excused me from presenting, but I still attended every class, lying down much of the time with my books and laptop propped up on my knees. I didn’t want to miss a single day or lose the barakah and continuity of the lessons.
One aspect, that made Ifta’ at Whitethread truly special was the opportunity to participate in the Indian Fiqh Seminars. The topics were contemporary and relevant, and I felt a sense of pride in contributing to the research. These seminars improved our research skills, taught us how to exercise independent reasoning (ijtihad), and showed us how to respectfully hold differing views from other scholars. This emphasis on independent thinking was a key theme throughout the entire course. Before Ifta, I wouldn’t have been comfortable forming my own conclusions apart from the scholars’ view, but this course taught me how to do so with both confidence and respect.
I also appreciate the time the teachers dedicated to training us to maintain high-quality work and taking the time to go through all our answers. Today, alhamdulillah, when I read fatwas from students of other dar al-ifta’s, I can see the difference in the standard of work we were taught to uphold.
Overall, I wouldn’t change my decision to complete Ifta’ at Whitethread Institute. Having done both part-time and full-time, I’d recommend the course as full-time to anyone who is prepared for its demands. The quality of teaching and training, while staying rooted in tradition, was exceptional. I appreciated how well the course curriculum was structured, the progression of topics from year to year, and the skills we were able to acquire by the end of the course.
I sincerely pray that Allah preserves our teachers, grants them Jannat al-Firdaws, and makes us a source of sadaqat al-jariya for them. Amin.