Alhassanain(p) Network for Heritage and Islamic Thought

MADRASAS IN SOUTH ASIA

This book is corrected and edited by Al-Hassanain (p) Institue for Islamic Heritage and Thought

• CONTRIBUTORS
• ACKNOWLEDGEMENTS
• 1: INTRODUCTION
• The problematique
• The historical context
• The political economy of madrasas
• The ideational resistance
• The arrangement of contributions
• Notes
• 2: AHL-I SUNNAT MADRASAS
• The Madrasa Manzar-i Islam, Bareilly, and Jamia Ashrafiyya, Mubarakpur
• The Dars-i Nizami and other intellectual issues
• Madrasa Manzar-i Islam
• The Madrasa today
• The Jamia Ashrafiyya, Mubarakpur
• Early years
• Consolidation and growth: 1934–72
• Maulana Abd al-Aziz, founder of the Dar al-Ulum Ashrafiyya
• Jamia Ashrafiyya, 1990s to the present
• Maulana Yasin Akhtar Misbahi
• Conclusion
• Appendix
• Table 2.1 Books taught at the Madrasa Manzar-i Islam
• First year
• Second year
• Third year
• Fourth year
• Fifth year
• Sixth year
• Seventh year
• Eighth year
• Table 2.2 Books taught at the Jamia Ashrafiyya, Mubarakpur
• 3: MAKING MUSLIMS
• Identity and difference in Indian madrasas
• Dastur-i Amal
• The dars
• The non-dars
• The performance
• Concluding remark
• Notes
• 4: MADRASAS
• The potential for violence in Pakistan?
• Review of literature
• Type and number of madrasas
• Table 4.1 Central boards of madrasas in Pakistan
• Table 4.2 Sect-wise increase in the number of madrasas
• Table 4.3 Increase in the madrasas between 1988 and 2000
• The sectarian divide among the madrasa
• The curriculum of the madrasas
• The refutation of other sects and sub-sects
• The refutation of heretical beliefs
• The refutation of alien philosophies
• Poverty and socio-economic class of madrasa students
• Table 4.4 Causes of joining madrasas given by students
• Poverty and the roots of religious violence
• The world-view of madrasa students
• Madrasas and militancy
• What made the madrasas militant?
• Militancy and Islamist fighters
• Can Islamic militancy be reduced?
• Conclusion
• Appendix 4.1
• Survey 2003
• Survey of schools and madrasas
• Table 4.5 Consolidated data of opinions indicating militancy and tolerance among three types of school students in Pakistan in survey 2003 (%)
• Appendi 4.2 and 4.3
• Table 4.6 Number of Dini Madrasas by enrolment and teaching staff
• Appendix 4.3
• Table 4.7 Dini Madrasas by type of affiliation and area
• Note
• 5: PAKISTANI MADRASAS AND RURAL UNDERDEVELOPMENT
• An empirical study of Ahmedpur East
• Introduction
• Definition
• Case analysis
• Ahmedpur case analysis
• Figure 5.1 Study area location map
• Table 5.1 Number of students by sect in madrasas, 2004
• State of public education and madrasas
• Figure 5.2 Increase in number of madrasas in APE 1994–2004
• Table 5.2 Residential versus non-residential madrasas in Ahmedpur
• Table 5.3 Registration status of madrasas
• Table 5.4 Comparison of government schools and madrasa enrolment in Ahmedpur
• Table 5.5 Madrasas involved in sectarianism
• Table 5.6 Location of trouble spots
• Environmental and developmental differentiation of sectors
• Table 5.7 Electrification in key study area locations
• Conclusions and recommendations
• Notes
• 6: PAKISTAN’S RECENT EXPERIENCE IN REFORMING ISLAMIC EDUCATION
• Estimating madrasa enrolment
• Islamic boarding schools in Pakistani society
• The recent madaris ordinances
• Impact of ordinances on Islamic educational reforms
• Registration of existing madaris
• Establishment of new Model Dini Madaris
• Islamic education in private and government schools
• Madaris in the context of general education
• Recommendations
• Note
• 7: THE GENDER OF MADRASA TEACHING
• I: Zeenat at school and at home
• II: the case of Shahzad
• III: the progressive madrasa
• Conclusions
• Note
• 8: MADRASA AND MUSLIM IDENTITY ON SCREEN
• Nation, Islam and Bangladeshi art cinema on the global stage
• Construction of identities and Bengali–Muslim dichotomy in Bangladesh
• Islam and Bangladeshi art cinema: Bengali/Muslim conflict on screen
• Madrasa, Masud and The Clay Bird: Bangladeshi art cinema towards heterogenizing Islam
• Conclusion
• 9: POWER, PURITY AND THE VANGUARD
• Educational ideology of the Jama’at-i Islami of India
• The argument
• Loss of power, power of loss
• Context and biography
• Purity and power
• Education for power
• Sources of knowledge and historical lag
• Mimic the West
• New alternative
• College as ‘slaughterhouse’
• Features of the alternative
• Situating the alternative
• New ship, new captain
• Educational spectrum
• Table 9.1 Maududi’s position towards sect/ideology-based educational institutions
• Notes
• State, Islam and education
• Conclusion
• Notes
• 10: IN LIEU OF A CONCLUSION
• BIBLIOGRAPHY