ShodhPatra: International Journal of Science and Humanities

Muslim Women’s Education in Colonial India

The education of Muslim women in colonial India came out at the point of interaction between the imperial education policy, community reform, and the socio-cultural standards. The literature in the wider fields of disciplinary colonial history, gender studies and sociology of education is that access to education among Muslim women was defined by disproportionate interactions with Western knowledge, religious traditions, and competing imaginings of modernity. The fundamental issue discussed in the academic literature is the relentless marginalisation of Muslim women in colonial educational systems, even though the institutions and reformist practises have been extended in the nineteenth and the first part of the twentieth centuries. Basing on literature-based and analytical studies, the reviewed materials show that colonial policies inclined themselves to pay more attention to communal considerations, elite interests, and supported gendered expectations according to which women received education that was limited to domesticity, moral training, and controlled literacy. Simultaneously, Muslim reformers and women activists bargained these restrictions by carefully pushing schooling, women institutions, and curriculum changes, which were in keeping with the religious and cultural standards. The case studies conducted in the region, especially those conducted in Bengal and North India, underscore the fact that the discussions on purdah, law, as well as the identity of the community directly affected the educational attendance and performance. All in all, the literature indicates that the educational experiences of the colonial times were crucial in the social positioning and identity formation of Muslim women as well as their future empowerment patterns. The historical knowledge offers a critical interpretive perspective of inequalities faced by Muslim women in South Asian education today.