Talim, Dindari aur Shaadi (Education, Religiosity and Marriage): Choosing Madrasa Education for Girls

Borker, Hem

doi:10.1177/0049085720920235

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…But field narratives show that a range of reasons shapes the choice for madrasa education including socioeconomic conditions (Engineer, 2001; Sikand, 2005); access to Urdu language education (Ahmad, 2002; Faruqi, 2006); preservation of identity by an increasingly threatened religious minority (Mujeeb, 2003); the need for religious denominational identity (Alam, 2011) and gender differentials (Gupta, 2009; Jeffery et al, 2004). In my work, I argue that larger social and political factors like the increasing demand for girls’ education and communalisation of social space interact with sociocultural concerns, economic considerations, gender norms and anxieties leading parents to opt for madrasa education for their daughters (Borker, 2020).…”

Section: In Perspectivementioning

confidence: 99%

“…Parents wish to ensure that their girls know their din , retain their Muslim-ness and have a basic knowledge of what is taught in regular schools. They also wish to provide practical training to girls in Islamic etiquette and morals befitting pious Muslim girls in a modernising India where these practices are often seen as outmoded (Borker, 2020). They explained their choice of madrasa education for their daughters as opting for the ‘right kind of school’ that offered a combination of religious education and regular schooling in a mehfuz mahaul (safe environment).…”

Section: In Perspectivementioning

confidence: 99%

“…Then the bride, the low levels of educational attainment among Muslim men setting a ceiling on the desirable levels of girls’ education (Hasan & Menon, 2004, 2005). In this scenario, madrasa education buttresses the profile of the girl in the arranged marriage market by adding ‘ dindari ’ (practice of piety) (Borker, 2020) to her list of desirable qualities. The inclusion of knowledge and skills taught in regular schools in the madrasa syllabus ensures that the girls are also equipped to deal with the changing demands of wifehood and motherhood.…”

Section: In Perspectivementioning

confidence: 99%

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The ‘Housewife’ on an Education Mission: An Ethnographic Portrait

Borker

2023

Indian Journal of Gender Studies

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The article employs the ethnographic portrait of the founder and co-owner of a chain of girls’ madrasas in a Muslim-dominated mofussil town in Uttar Pradesh to illuminate the current moment at which girls’ madrasas stand in a rapidly changing India. These madrasas use a range of imaginaries from the global ummah to the pious educated Indian Muslim woman to recast madrasa education. offering a mix of formalised religious education and modern schooling in safe ‘purdah’ institutions. The article illustrates how girls’ madrasas are both a source and result of the changing imagery of the kamil momina 1 or ideal Islamic woman in India. It teases out the connections between these various strands to illustrate larger social implications and argues that contemporary girls’ madrasas do not conform to the binaries of social reproduction and empowerment that have been conventionally applied to studies on madrasas.

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Section: In Perspectivementioning

confidence: 99%

Section: In Perspectivementioning

confidence: 99%

Section: In Perspectivementioning

confidence: 99%

See 1 more Smart Citation

The ‘Housewife’ on an Education Mission: An Ethnographic Portrait

Borker

2023

Indian Journal of Gender Studies

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“…Further, girls’ madrasas unlike regular schools do not pose the danger of ‘over education’ (Still, 2011) and its attendant risk of moral corruption, pre-marital affairs and so on which would pose difficulties in finding respectable matches in the same biradari . On the contrary, for parents and Muslim communities, girls’ madrasas offer practical training to girls in Islamic etiquettes ‘and morals befitting pious Muslim girls (Borker, 2020). In interviews, parents often explained their choice of madrasa education for their daughters as opting for the ‘right kind of school’ that offered a combination of religious education and regular schooling in a mehfooz mahaul (safe environment), enjoyed religious sanction, schooled girls in the practice of gendered piety, aided arranged marriages and protected girls from fitna or moral corruption (Borker, 2018).…”

Section: Zooming Out: Intersecting Exclusionsmentioning

confidence: 99%

Aspiring Inside a Girls Madrasa: Gender, Negotiation and Change

Borker

2023

Sociological Bulletin

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This article draws on my ethnography of girls’ madrasas in India. It is woven around the ethnographic portrait of Zainab, 1 a rather reluctant madrasa student studying in a residential girls’ madrasa in Delhi who aspires to be a doctor. The article employs ethnographic portraiture to ‘focus in’ on Zainab’s educational journey and life in the madrasa, while also drawing attention to the larger canvas of intersecting forms of marginalisation, gender negotiations, and claim-making by Muslim women. It highlights how Muslim marginalisation intersects with gender disadvantage shaping everyday decisions about education, mobility and career choices. It argues that women’s negotiations and agency are nested in a larger context of marginalisation; while also co-constituting it. It examines Zainab’s life trajectory and aspirations to illustrate how education is a contradictory resource. At one level there is a synchrony between parents and madrasas on ideals of Islamic womanhood, but at another level, the piety project implemented by the madrasa does not represent the everyday experiences of madrasa students. The article argues that young women like Zainab, in attempting to balance madrasa prescriptions and their own aspirations, refashion gender norms through its inhabitation.

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“…Madrasa is a key element in the Islamic education system all over the world as it prevails in Islamic countries. The establishment of Madrasa is the culmination of efforts aimed at educational regeneration (Akçay & Akcay, 2020;Balbay, 2020;Borker, 2020b;Demir, 2020;Erturk & Ziblim, 2020;Golam & Kusakabe, 2018). Then, around the turn of the twentieth century, Madrasa education institutes arose over the archipelago.…”

Section: Introductionmentioning

confidence: 99%

Madrasa education development in Indonesia: The role of government support, human resource improvement and institutional polices

Zailani

Azis

Pasaribu

et al. 2022

CJES

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Recently, Madrasa education development, especially in Islamic countries like Indonesia, has become a significant issue that needs the attention of academic and regulators alike. Therefore, the present research examines the impact of government support and human resource (HR) improvement on Madrasa education development in Indonesia. The researchers also investigate the moderating role of institutional policies among the nexus of government support, HR improvement and Madrasa education development in Indonesia. The researchers have followed the primary data collection approach using questionnaires for data collection from the selected respondents. The present article also uses the smart-PLS to evaluate the relations among variables and the validity of the constructs. The results indicate that government support and HR improvement have a positive association with Madrasa education development in Indonesia. The results also revealed that institutional policies significantly moderate among the nexus of government support, HR improvement and Madrasa education development in Indonesia. These outcomes are meaningful for the Madrasa developing and regulating authorities while formulating rules and regulations regarding Madrasa education development in the country. Keywords: Government support, human resource (HR) improvement, Madrasa education development, institutional policies

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Talim, Dindari aur Shaadi (Education, Religiosity and Marriage): Choosing Madrasa Education for Girls

Cited by 4 publications

References 13 publications

The ‘Housewife’ on an Education Mission: An Ethnographic Portrait

The ‘Housewife’ on an Education Mission: An Ethnographic Portrait

Aspiring Inside a Girls Madrasa: Gender, Negotiation and Change

Madrasa education development in Indonesia: The role of government support, human resource improvement and institutional polices

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