Table Of ContentM
Short of resources, rejected by the
A
well-heeled, and condemned by politicians, D
will the madrasas be able to turn the corner? R MADRASAS
The answer is blowing in the wind. A
S
A in the ageof
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resort to anti-Indian activities’. It is little known that in the th islamophobia
golden past, madrasas schooled reformers and ea
personalities such as Rajendra Prasad, Raja Rammohun g
Roy and many other noteworthy scholars.
e
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with dark clouds of stigma surrounding them. s
l
a
The book addresses two key questions: How madrasas m Ziya Us Salam
are falsely accused by some politicians of producing o
radicalized students who pick up arms and indulge in M. Aslam Parvaiz
militancy. And, how some madrasas are trying to find p
ways to stay relevant in contemporary times by imparting h
modern knowledge alongside Islamic teachings. o
Swami Agnivesh, Former Minister of Education, b
Haryana and social reformer activist. ia
Ziya Us Salam is
Associate Editor at S
a
Frontline and The Hindu, l
and an author. a
m
M. Aslam Parvaiz is |
Vice Chancellor at Maulana P
Azad National Urdu University ar
(MANUU), Hyderabad. v
a
i
z
` XXX
AdvAnce PrAise
What is the role of a madrasa? Should it concentrate on imparting
Islamic instruction only and memorizing the Quran in Arabic
without understanding the meaning or imbibing the values
enshrined? Or should it produce a complete aalim (scholar) ready
to take his place in the changing world with knowledge of modern
science and technology?
The answer to this question is provided by Ziya Us Salam and
M. Aslam Parvaiz in Madrasas in the Age of Islamophobia.
The book addresses two key questions: How madrasas are falsely
accused by some politicians of producing radicalized students
who pick up arms and indulge in militancy. And, how some
madrasas are trying to find ways to stay relevant in contemporary
times by imparting modern knowledge alongside Islamic teach-
ings. The book shall remain relevant for those seeking to reform
madrasa education.
Swami Agnivesh, Former Minister of Education,
Haryana; social reformer activist
Ziya Us Salam and M. Aslam Parvaiz have jointly ventured into
the territory that many would consider contested. But the authors
have historical facts to back them in their lucid presentation.
The book delves into the history of evolution of madrasas in
medieval times in India and elsewhere in the Islamic world.
Extending patronage was considered a pious act as learning was
valued, which in return earned rulers’ legitimacy. Many madrasas
emerged as centres of scholarly exchange and medium of carrying
forward certain schools of thought. The Madrasa-i-Rahimiyah in
Delhi and Darul Uloom in Deoband, Saharanpur, Uttar Pradesh,
are examples of these acting as centres of learning as well as
upholders of certain worldview. Maulana Azad had established
the Madrasa-i-Islamia in Ranchi with help from many non-Muslims
as the largest donor for its establishment was one Rai Saheb
Thakor Das, a prominent personality of Ranchi.
In the late 20th century and early 21st century, these institutions
were subjected to undue scrutiny for acting as hubs of extremism.
Scholars failed to point out inadequacies of their antiquated
syllabus and curriculum. Graduates of these institutions have
not been abreast with the contemporary realities in the world of
knowledge. Instead of removing baggage of backwardness, they
are politically targeted and poor man’s learning spaces are seen
with coloured vision.
The book is the outcome of serious scholarship as it illuminates
dark corners of our understanding about madrasas.
Rizwan Qaiser, Professor, Department of History and
Culture, Jamia Millia Islamia, New Delhi
Lack of familiarity breeds contempt. In the age of the short-cut
and of simplistic connections, many of us do not even realize how
ill-informed we are about traditions and institutions in the multi-
verse that is India. This book is an essential reading for all citizens,
addressing as it does the richness of an alternative system of educa-
tion. Madrasas vary as much as do government schools, in terms
of facilities and rigour of courses. Perceived as essentially religious
seminaries, their strengths—such as the grounding in logic and
their multi-language richness—are forgotten. These chapters are
timely—covering madrasas of different vintage in different regions
of India and of different branches of Islam, their intellectual achieve-
ments, and their principled stands on political issues and on matters
where Islamic law is at odds with the civil law. The chapters are not
all feel-good, soaked in nostalgia. On the one hand, they point out
the shortcomings of madrasas, their often outdated syllabus and
method of teaching; on the other, they expose as hollow claims of
madrasas being the nurseries of terrorism. The book is a must-read.
Narayani Gupta, noted historian and author
The book touches a very important topic that the Muslim
community is facing in India rather than all over the world.
It would be appreciated by all sections of the society. Some very
important and sensitive issues related to madrasas have been
dealt with: their infrastructure, contents/syllabus, methods of
teaching, resources, management, etc. As far as madrasa syllabus
is concerned, surely it is in immense need for updating. The need
of the hour is to study both old and new tafsirs.
The authors have taken up the issue of terrorism levelled against
the madrasas and proved their point in a well-documented way.
They advocate reform of madrasa system and their syllabi in the
light of modern-day requirements. The language is simple, lucid
and attractive. The authors deserve all appreciation.
Ubaidur Rahman, Associate Professor, Centre of Arabic and
African Studies, Jawaharlal Nehru University, Delhi
Ziya Us Salam
M. Aslam Parvaiz
Copyright © Ziya Us Salam and M. Aslam Parvaiz, 2020
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means,
electronic or mechanical, including photocopying, recording or by any information storage or retrieval
system, without permission in writing from the publisher.
First published in 2020 by
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ISBN: 978-93-5328-929-4 (PB)
SAGE Team: Namarita Kathait, Sandhya Gola and Kanika Mathur
Ammi and Miyan Huzur,
my first teachers in the school of life.
Ziya Us Salam
My wife Shaheen, all my research and
awareness missions would not have been
possible without her.
M. Aslam Parvaiz
