Abstract
The colonial era marked a transformative period for Islamic education in India, prompting ulama to grapple with challenges to their beliefs. Faced with the impact of colonial modernity, the ulama responded by issuing fatwas and publishing pamphlets to reshape community customs and beliefs. The central dilemma was whether to adhere strictly to tradition, preserve the Islamic identity, or reform Islamic education in response to the challenges posed by colonial modernity. This research examines the dynamics of the Islamic curriculum in madrasas with three case studies of Darul Ulum, Deoband, Nadwat al-Ulama, Lucknow and Darul Huda Islamic University, Kerala.
Revivalist ulama, grounded in Sharia principles, favoured traditional approaches and adhered to precedents. In contrast, reformists- who are outside the ulama and madrasas criticised revivalism, advocating for a forward-looking approach to Islamic education. Their proposal aligned Islamic education with the evolving trends of colonial modernity, emphasising reason, rationalisation, and sciences within Islam. Furthermore, there was another approach by the community leaders, integrating revivalist and reformist approaches. The research identifies a regional response variation to these challenges in India and focuses on Kerala. In the late 20th century, the ulama in Kerala integrated with modernity while safeguarding tradition adequately, whereas ulama of other regions kept an isolationist approach.
Employing the historical method, the research utilises archival records and manuscripts in Arabic, Urdu, Malayalam and Arabi-Malayalam- the local dialect of among Muslims of Kerala. Case studies illustrate the nature of reforms, with integrationists seeking a balance between tradition and modernity in the Islamic curriculum, collected through the interviews of stakeholders of the institutions and their publications along with inputs collected by observation from the field to examine their perspectives, arguments, and criticisms, shedding light on the complex dynamics of the curriculum of Islamic education during the colonial period and later.
Revivalist ulama, grounded in Sharia principles, favoured traditional approaches and adhered to precedents. In contrast, reformists- who are outside the ulama and madrasas criticised revivalism, advocating for a forward-looking approach to Islamic education. Their proposal aligned Islamic education with the evolving trends of colonial modernity, emphasising reason, rationalisation, and sciences within Islam. Furthermore, there was another approach by the community leaders, integrating revivalist and reformist approaches. The research identifies a regional response variation to these challenges in India and focuses on Kerala. In the late 20th century, the ulama in Kerala integrated with modernity while safeguarding tradition adequately, whereas ulama of other regions kept an isolationist approach.
Employing the historical method, the research utilises archival records and manuscripts in Arabic, Urdu, Malayalam and Arabi-Malayalam- the local dialect of among Muslims of Kerala. Case studies illustrate the nature of reforms, with integrationists seeking a balance between tradition and modernity in the Islamic curriculum, collected through the interviews of stakeholders of the institutions and their publications along with inputs collected by observation from the field to examine their perspectives, arguments, and criticisms, shedding light on the complex dynamics of the curriculum of Islamic education during the colonial period and later.
| Original language | English |
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| Qualification | Ph.D. |
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| Award date | 27 Sept 2024 |
| Publication status | Submitted - 8 Jun 2024 |