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the affect of tribe society and religion on muslim womens education

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Abstract

Education is the basic and fundamental requirement for the progress and development of overall society. Gender disparities in education reflect the unequal position of women in highly gender biased social order. This is true not only of developed societies but also of developing societies like India where women are at a disadvantage despite a series of educational programs and reforms. Among all the religious communities, Muslims are the lowest educated section of Indian Society and Muslim women the least one. The backwardness among Muslim women in comparison with non-Muslim women in India has become a matter of concern at present. Although Islam as a religion gives its full emphasis on attainment of women"s education, yet there are several social reasons for their backwardness such as large family size, poverty, negative attitude towards girl"s education, lack of link between madrassa education and modern education, etc. The study aims to highlight the educational status of Muslim women in India, the reasons for their backwardness, the issues and challenges they face and recommendations for their integration with the mainstream society.

Affect of tribe society and religion on muslim womens education

While it was not common for women to enroll as students in formal religious schools, it was common for women to attend informal lectures and study sessions at mosques, madrasas and other public places. For example, the attendance of women at the Fatimid Caliphate's "session was noted by various historians, including Ibn al-Tuwayr, al-Muṣabbiḥī and Imam.

Historically, some Muslim women played an important role in the foundation of many religious educational institutions, such as Fatima al-Fihri's founding of the University of al-Karaouine in 859 CE.

According to the 12th-century Sunni scholar Ibn 'Asakir, there were various opportunities for female education in what is known as the Islamic Golden Age. He writes that women could study, earn ijazahs (religious degrees) and qualify as ulama and Islamic teachers.

Similarly, al-Sakhawi devotes one of the twelve volumes of his biographical dictionary Daw al-Lami to female religious scholars between 700 and 1800 CE, giving information on 1,075 of them. Women of prominent urban families were commonly educated in private settings and many of them received and later issued ijazas in hadith studies, calligraphy and poetry recitation.

Working women learned religious texts and practical skills primarily from each other, though they also received some instruction together with men in mosques and private homes.

During the colonial era, until the early 20th century, there was a gender struggle among Muslims in the British empire; educating women was viewed as a prelude to social chaos, a threat to the moral order, and man's world was viewed as a source of Muslim identity.

Muslim women in British India, nevertheless, pressed for their rights independent of men; by the 1930s, 2.5 million girls had entered schools of which 0.5 million were Muslims.

Muslim women are a group of people in the world who live in some of the most formidable conditions, and are often the most affected by poverty and lack of opportunities

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