Colonial State and Indigenous Islamic Learning: A Case Study of Calcutta "Madrasa"

Autor/in	Suman, Amit Kumar
Titel	Colonial State and Indigenous Islamic Learning: A Case Study of Calcutta "Madrasa"
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 58 (2022) 4, S.486-503 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suman, Amit Kumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2020.1838583
Schlagwörter	Colonialism; Indigenous Knowledge; Islam; Muslims; Higher Education; Religious Education; Educational Policy; Foreign Countries; Educational History; English (Second Language); Supervision; Student Evaluation; Curriculum; Educational Change; India + Suchen Sie Ihr Suchwort? Kolonialismus; Muslim; Muslimin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Politics of education; Bildungspolitik; Ausland; History of education; Bildungsgeschichte; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung; Curricula; Lehrplan; Rahmenplan; Bildungsreform; Indien
Abstract	The Calcutta "madrasa" was one of the many institutions which witnessed recurrent attempts at reform in Muslim societies during the eighteenth and nineteenth centuries. Since the eleventh century, when "madrasas" first emerged as the principal institution of higher Islamic learning, it has undergone many changes, adapting in varying degrees to local cultures and changing times. Given the centrality of the Calcutta "madrasa" in the preservation and production of knowledge as well as in the formation of the religious elite, the "madrasa" was crucial to the construction of religious authority. This paper attempts to arrive at a deeper understanding of the origin and nature of the Calcutta "madrasa." The first half explores the impact of British educational policies and conceptions of knowledge on the very "traditionalists" attempt to protect Islamic knowledge and learning from its feared extinction under colonial rule. The "madrasa" institution established by and during colonial rule emerges as a more complex entity that absorbed both colonialist and traditionalist conceptions, which continued to be renegotiated even after the "madrasas," had been firmly established. This aspect will be discussed in the second part of this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01