The Difficulties for Muslim Women in Madrasa in Religious Learning

Neda Fatima; Sumit Saurabh Srivastava

doi:doi:10.11648/j.ss.20221106.21

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The Difficulties for Muslim Women in Madrasa in Religious Learning

Neda Fatima, Sumit Saurabh Srivastava

Published in Social Sciences (Volume 11, Issue 6)

Received: 27 July 2022 Accepted: 10 December 2022 Published: 28 December 2022

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Abstract

The paper is about gender-based difficulties and requirements of feminine traits to enroll in a madrasa for religious learning. Paper focuses on educational motive The of madrasa to made ideal Islamic womanhood. It is discusses that inadequate planning, continuous discrimination, and lack of cultural importance to educate women have become critical aspects of consequences of the poor educational condition of Muslims. The paper is a part of research work that is based on secondary literature. It is also analyzed from kinds of literature that changed the pattern of curriculum and other aspects of different madrasas from the time of their origin to the modern era. Lastly, it concludes that the pedagogical method and traditional juncture of the curriculum of madrasas, made Muslim women more cornered and marginalized, as they are far from the concept of inclusive education. The study implicates how girls are learned and performed inside the madrasa and that learning transforms their future to become complete women. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is, female segregation as per the religious statement. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is female segregation as per the religious statement.

Published in	Social Sciences (Volume 11, Issue 6)
DOI	10.11648/j.ss.20221106.21
Page(s)	420-423
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Gender, Muslim Women, Pedagogy, Madrasa

References

[1]	Kazi, Seema. (1999). ‘Muslim Women in India’, Minority Rights Group International, UK: MRG. www.academia.edu/18497198/Muslim_Women_in_India. (Accessed on March 18, 2021).
[2]	Borker, Hem. (2018). Madrasas and the Making of Islamic Womanhood. New Delhi, India: Oxford University Press. p. 45.
[3]	Salam, Us Ziya., M. Aslam Parvaiz. (2020). Madrasas in the age of Islamophobia. New Delhi: Sage. p. 76-78, 33.
[4]	Winkelmann, Jule Mareike. (2005). From Behind the Curtain’ A Study of A Girls Madrasa in India. Amsterdam: Amsterdam University Press. p. 10.
[5]	The Government of India. (2006). Social, economic and educational status of the Muslim community of India (Sachar Committee Report). Ministry of Minority Affairs. http://mhrd.gov.in/sites/upload_files/mhrd/files/Sachar comm.pdf Accessed on 17-08-2021.
[6]	Hasan, Zoya., Ritu Menon. (2005). Unequal Citizens: A study of Muslim Women in India. New Delhi: Oxford University Press. p. 17.
[7]	Thapan, Meenakshi. (2014). Ethnographies of Schooling in Contemporary India, New Delhi: Sage. p. 6-7.
[8]	Giroux, A. Henry. (2010). ‘Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical pedagogy’. Policy Futures in Education, Vol. 8 (6). pp: 715-721.
[9]	Haq, Maimunul. (2012). A College Girl Gives a Qur’an Lesson in Bangladesh. In Barbara D. Metcalf (Ed.), Islam in South Asia: In Practice. (PP. 250-264). Permanent Black.
[10]	Metcalf, D. Barbara. (2012). Islam in South Asia: In Practice, New Delhi: Permanent Black. P. 187.
[11]	Vinod, M. J. & S. Y. Surendra Kumar. (2021). Empowering Marginalized Community in India: The Impact of Higher Education. New Delhi: Sage. p. 11.
[12]	White, Harrish Barbara, (2020). ‘Market and Accumulation’, in edited, Tanveer, Fazal. The Minority Conundrum: Living in Majoritarian times. Gurgaon: Penguin. pp. 42-64.
[13]	Kramer, Laura. (2004). The Sociology of Gender: A Brief Introduction. New Delhi: Rawat Publication.
[14]	Shah, B, V., K. B. Shah. (2021). Sociology of education. New Delhi: Rawat Publication.
[15]	Chattopadhyay, Sujit Kumar. (2018). Gender socialization and the making of gender in the Indian context. New Delhi: Sage Publications India Pvt Ltd.

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APA Style

Neda Fatima, Sumit Saurabh Srivastava. (2022). The Difficulties for Muslim Women in Madrasa in Religious Learning. Social Sciences, 11(6), 420-423. https://doi.org/10.11648/j.ss.20221106.21

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ACS Style

Neda Fatima; Sumit Saurabh Srivastava. The Difficulties for Muslim Women in Madrasa in Religious Learning. Soc. Sci. 2022, 11(6), 420-423. doi: 10.11648/j.ss.20221106.21

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AMA Style

Neda Fatima, Sumit Saurabh Srivastava. The Difficulties for Muslim Women in Madrasa in Religious Learning. Soc Sci. 2022;11(6):420-423. doi: 10.11648/j.ss.20221106.21

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@article{10.11648/j.ss.20221106.21,
  author = {Neda Fatima and Sumit Saurabh Srivastava},
  title = {The Difficulties for Muslim Women in Madrasa in Religious Learning},
  journal = {Social Sciences},
  volume = {11},
  number = {6},
  pages = {420-423},
  doi = {10.11648/j.ss.20221106.21},
  url = {https://doi.org/10.11648/j.ss.20221106.21},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20221106.21},
  abstract = {The paper is about gender-based difficulties and requirements of feminine traits to enroll in a madrasa for religious learning. Paper focuses on educational motive The of madrasa to made ideal Islamic womanhood. It is discusses that inadequate planning, continuous discrimination, and lack of cultural importance to educate women have become critical aspects of consequences of the poor educational condition of Muslims. The paper is a part of research work that is based on secondary literature. It is also analyzed from kinds of literature that changed the pattern of curriculum and other aspects of different madrasas from the time of their origin to the modern era. Lastly, it concludes that the pedagogical method and traditional juncture of the curriculum of madrasas, made Muslim women more cornered and marginalized, as they are far from the concept of inclusive education. The study implicates how girls are learned and performed inside the madrasa and that learning transforms their future to become complete women. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is, female segregation as per the religious statement. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is female segregation as per the religious statement.},
 year = {2022}
}

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TY  - JOUR
T1  - The Difficulties for Muslim Women in Madrasa in Religious Learning
AU  - Neda Fatima
AU  - Sumit Saurabh Srivastava
Y1  - 2022/12/28
PY  - 2022
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DO  - 10.11648/j.ss.20221106.21
T2  - Social Sciences
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JO  - Social Sciences
SP  - 420
EP  - 423
PB  - Science Publishing Group
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AB  - The paper is about gender-based difficulties and requirements of feminine traits to enroll in a madrasa for religious learning. Paper focuses on educational motive The of madrasa to made ideal Islamic womanhood. It is discusses that inadequate planning, continuous discrimination, and lack of cultural importance to educate women have become critical aspects of consequences of the poor educational condition of Muslims. The paper is a part of research work that is based on secondary literature. It is also analyzed from kinds of literature that changed the pattern of curriculum and other aspects of different madrasas from the time of their origin to the modern era. Lastly, it concludes that the pedagogical method and traditional juncture of the curriculum of madrasas, made Muslim women more cornered and marginalized, as they are far from the concept of inclusive education. The study implicates how girls are learned and performed inside the madrasa and that learning transforms their future to become complete women. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is, female segregation as per the religious statement. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is female segregation as per the religious statement.
VL  - 11
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Author Information

Neda Fatima

Centre for Development Studies, University of Allahabad, Prayagraj, India
Sumit Saurabh Srivastava

Centre for Development Studies, University of Allahabad, Prayagraj, India

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APA Style

Neda Fatima, Sumit Saurabh Srivastava. (2022). The Difficulties for Muslim Women in Madrasa in Religious Learning. Social Sciences, 11(6), 420-423. https://doi.org/10.11648/j.ss.20221106.21

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ACS Style

Neda Fatima; Sumit Saurabh Srivastava. The Difficulties for Muslim Women in Madrasa in Religious Learning. Soc. Sci. 2022, 11(6), 420-423. doi: 10.11648/j.ss.20221106.21

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AMA Style

Neda Fatima, Sumit Saurabh Srivastava. The Difficulties for Muslim Women in Madrasa in Religious Learning. Soc Sci. 2022;11(6):420-423. doi: 10.11648/j.ss.20221106.21

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@article{10.11648/j.ss.20221106.21,
  author = {Neda Fatima and Sumit Saurabh Srivastava},
  title = {The Difficulties for Muslim Women in Madrasa in Religious Learning},
  journal = {Social Sciences},
  volume = {11},
  number = {6},
  pages = {420-423},
  doi = {10.11648/j.ss.20221106.21},
  url = {https://doi.org/10.11648/j.ss.20221106.21},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20221106.21},
  abstract = {The paper is about gender-based difficulties and requirements of feminine traits to enroll in a madrasa for religious learning. Paper focuses on educational motive The of madrasa to made ideal Islamic womanhood. It is discusses that inadequate planning, continuous discrimination, and lack of cultural importance to educate women have become critical aspects of consequences of the poor educational condition of Muslims. The paper is a part of research work that is based on secondary literature. It is also analyzed from kinds of literature that changed the pattern of curriculum and other aspects of different madrasas from the time of their origin to the modern era. Lastly, it concludes that the pedagogical method and traditional juncture of the curriculum of madrasas, made Muslim women more cornered and marginalized, as they are far from the concept of inclusive education. The study implicates how girls are learned and performed inside the madrasa and that learning transforms their future to become complete women. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is, female segregation as per the religious statement. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is female segregation as per the religious statement.},
 year = {2022}
}

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TY  - JOUR
T1  - The Difficulties for Muslim Women in Madrasa in Religious Learning
AU  - Neda Fatima
AU  - Sumit Saurabh Srivastava
Y1  - 2022/12/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ss.20221106.21
DO  - 10.11648/j.ss.20221106.21
T2  - Social Sciences
JF  - Social Sciences
JO  - Social Sciences
SP  - 420
EP  - 423
PB  - Science Publishing Group
SN  - 2326-988X
UR  - https://doi.org/10.11648/j.ss.20221106.21
AB  - The paper is about gender-based difficulties and requirements of feminine traits to enroll in a madrasa for religious learning. Paper focuses on educational motive The of madrasa to made ideal Islamic womanhood. It is discusses that inadequate planning, continuous discrimination, and lack of cultural importance to educate women have become critical aspects of consequences of the poor educational condition of Muslims. The paper is a part of research work that is based on secondary literature. It is also analyzed from kinds of literature that changed the pattern of curriculum and other aspects of different madrasas from the time of their origin to the modern era. Lastly, it concludes that the pedagogical method and traditional juncture of the curriculum of madrasas, made Muslim women more cornered and marginalized, as they are far from the concept of inclusive education. The study implicates how girls are learned and performed inside the madrasa and that learning transforms their future to become complete women. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is, female segregation as per the religious statement. Girls’ madrasas mark women for practicing ‘embodied piety’ to follow purdah, veiling, and model dress that is female segregation as per the religious statement.
VL  - 11
IS  - 6
ER  -

Copy | Download