Proposal: Muslim Women Education in India: Facing the Question of Integration and Segregation

Representative Image: Mohammed V University, Rabat

Introduction 

Multiple ground reports shed light to the developmental stagnation of Muslims in India, the second largest in population demography, but failed to usher towards any progressive implication. Muslim women, with a severe illiteracy rate of 48.1% (Census of India, 2011), in educational sectors are stuck between opportunities and challenges - between appreciation and discrimination. With this background, this proposal aims to shed light on the challenges faced by Muslim women in accessing proper education, the efforts made by pioneers of girls’ education in the undivided India like Begum Rokeya (1880-1932), and the implications of her works in the contemporary context.

Problem Statement 

Textually, providing proper education to women has always been encouraged in Islam. However, facilitating them with propriety and quality has rarely attained the pragmatic priority in the post-caliphate era due to questions of morality, unnecessariness, gender bias, house duty, etc. Explicitly, this is not only a matter of Indian Muslims, but of the whole Muslim Ummah at present.

Muslim women education in India faces two prime polar trends of separation and integration in infrastructure facilitation as well as in curriculum orientation, course duration, subject specification and teacher categorization. 

Objectives

While the proponents of separation warn for gender mingling (Ikhtilaat) and intensify the abated debate over the issue of women’s voice ‘awrah’. However, they are unable to provide equal or equitable infrastructure, ensure quality and facilitate a similar system as general. Several government policies and reformation-inspired organizations also came up with remedy measures which potentially may help to improve the women’s education of minority communities. However, Muslim women facing another challenge to practice their intrinsic religious habits like wearing Hijab, as boldly seen in Karnataka, become an occasional barrier in the way (Farid, 2022). 

Methods of Enquiry 

The research will adopt a qualitative approach, employing historical analysis and documentary research methods. Primary sources such as archival records, autobiographical accounts, and writings by Begum Rokeya will be critically examined to understand the historical context and contributions made by her. Secondary sources including scholarly articles, books, and reports will supplement the primary research, providing a comprehensive understanding of the topic. Thematic analysis will be used to identify key themes and patterns within the collected data. 

Findings and Contributions 

It explores the historical context of Muslimas’ education in India and the prevailing socio-cultural, economic and infrastructural factors that have limited their access to education. Related works will be analyzed in detail, showcasing efforts and criticism to establish educational institutions and promote girls’ education. Concurrently, discourse and actions are vehemently visible among Indian Muslims regarding the integration and separation of women education while the women are on a crossroad between the two. This work, with sincere efforts and empirical analysis, delves into finding these issues and their viable solutions to break down the dilemma and give an impetus for the developmental success of Muslim women through increased access to education, improved literacy rates, and enhanced socio-economic opportunities in the country.

This proposal was submitted for 2023 Symposium on Education in Muslim Societies: Women’s Scholarship and Engagement in Policy, Pedagogy, and Development (November 28-30, 2023) called by Mohammed V University, Rabat and the International Institute of Islamic Thought (IIIT).