Muslims Response to Colonial Education in India (1835-1947)

Abstract

This article examines Muslims response to the colonial education by analyzing the tradionalist and modernist approach to the colonial education. There was a diverse response of the muslims to the colonial education introduced in 1835. The article discusses the response of Muslim to colonial education which were neither uniform nor simply acceptance or rejection but gradual selective adaptation with the passage of time and a turning point occur after the revolt of 1857,after which the Muslim reformers realized the importance of modern education such as Sir syed Ahmad khan , who through Aligarh Movement, changed the mindset of the people and promoted English, science, and modern knowledge while maintaining Muslim religious identity. Moreover, It also examines the traditionalist response to colonial education such as Darul Uloom Deoband and its emphasis on Islamic teaching and preserving Islamic culture. Furthermore, the article discusses Nadwat-ul-Ulama, which become a source of bridge between the traditionalist and modernist school of thought by reconciling with selected aspects of both modern knowledge and Islamic learning. Finally, it also examines the role of Muslim women in British india and their contribution for the advocacy for the modern education. The research was done by using qualitative historical methodology and focusing on primary sources and secondary sources for deeper understanding. The article concludes that Muslim response to the colonial education were initial rejection by resistance, adaptation, selective acceptance and gradual complete acceptance of Western education.

Keywords: Colonial education; British India; Muslim modernism; Aligarh Movement; Deoband; Nadwat-ul-Ulama; Sir Syed Ahmad Khan; Muslim women's education.