Education In South Asia Research Articles

Tournaments of Honor: Jain Auctions, Gender, and Reputation

Previous articleNext article No AccessTournaments of Honor: Jain Auctions, Gender, and Reputation*M. Whitney KeltingM. Whitney KeltingNortheastern University Search for more articles by this author Northeastern UniversityPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by History of Religions Volume 48, Number 4May 2009 Article DOIhttps://doi.org/10.1086/599561 Views: 44Total views on this site Citations: 4Citations are reported from Crossref © 2008 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Claire Maes Jain Education in South Asia, (Aug 2021): 71–99.https://doi.org/10.1007/978-981-15-0032-9_7Claire Maes Jain Education in South Asia, (Sep 2020): 1–29.https://doi.org/10.1007/978-981-13-3309-5_7-1Knut Aukland The Scientization and Academization of Jainism, Journal of the American Academy of Religion (Aug 2015): lfv058.https://doi.org/10.1093/jaarel/lfv058KNUT AUKLAND Understanding Possession in Jainism: A Study of Oracular Possession in Nakoda, Modern Asian Studies 47, no.11 (Jul 2012): 109–134.https://doi.org/10.1017/S0026749X1200039X

Madrasa education in South Asia and Southeast Asia: current issues and debates

Madaris (plural of madrasa) face a multitude of challenges in preparing students for life in rapidly modernising societies and emerging globalised knowledge economies. The complexity of the role and tasks of madaris, which are caught in the interface of modernity and tradition, the challenges they face, and the strategies they develop to address these challenges, suggest the need for a very cautious approach when attaining a clear picture of madrasa education and making conclusive statements about them. The literature has contributed more to confusion than clarity about the number of madaris, their rationale, purpose, pedagogy, curricula, funding, administration, relations with the state, and global violence. This paper presents an account of current debates of madrasa education and reform focusing on madaris within the diverse Sunni schools of thought and denominations located across South Asia and Southeast Asia. Based on an extensive review and analysis of over 90 articles, an overview of madrasa education and an examination of the issues and challenges facing Islamic schools that struggle to uphold tradition, and those that have begun to embrace modernisation and integration in the global process of change is given. The extent that some Islamic education systems are willing to collaborate with non-Muslims and in the process potentially enrich their circle of interest while engaging with the rest of the world in dialogue offers promising glimpses and a sense of hope for religious-based education in Muslim communities in the 21st century.

ICT-based Distance Education in South Asia

This report provides an update about innovative uses of information and communication technology (ICT) for distance education and training in South Asia. Particular focus is given to ICT initiatives in India, Sri Lanka, and Bhutan, at university level, and in non-formal interventions. Lessons learned from these countries are of value to any developing nation that wishes to address the improvement of educational and living standards of its people. The report stresses current uses of ICT serving the distance education needs of rural populations, and concludes that in all three countries the traditional media, including radio and TV, must play an important continuing role to ensure that education is accessible to the widest possible range of students.

A Dime a Day: The Possibilities and Limits of Private Schooling in Pakistan

This paper looks at the private schooling sector in Pakistan, a country that is seriously behind schedule in achieving the Millennium Development Goals. Using new data, the authors document the phenomenal rise of the private sector in Pakistan and show that an increasing segment of children enrolled in private schools are from rural areas and from middle-class and poorer families. The key element in their rise is their low fees - the average fee of a rural private school in Pakistan is less than a dime a day (Rs.6). They hire predominantly local, female, and moderately educated teachers who have limited alternative opportunities outside the village. Hiring these teachers at low cost allows the savings to be passed on to parents through low fees. This mechanism - the need to hire teachers with a certain demographic profile so that salary costs are minimized - defines the possibility of private schools: where they arise, fees are low. It also defines their limits. Private schools are horizontally constrained in that they arise in villages where there is a pool of secondary educated women. They are also vertically constrained in that they are unlikely to cater to the secondary levels in rural areas, at least until there is an increase in the supply of potential teachers with the required skills and educational levels.

A Dime a Day: The Possibilities and Limits of Private Schooling in Pakistan

A Dime a Day: The Possibilities and Limits of Private Schooling in Pakistan

The Child-to-Child Approach to Community and Health Development in South Asia

This paper discusses the philosophy of child participation and practice of the child-to-child approach in relation to changing paradigms of the status and role of children. Drawing upon ideologies that support child participation, it examines implications of using participatory child-to-child approaches. Practical experiences of child-to-child projects on health and education in South Asia illustrate benefits and challenges for different stakeholders. The child-to-child approach has kindled a new understanding of power between adults and children, which is not competitive but mutually respectful.

Reclaiming an Ideal: The Islamization of Educationin the Southern Philippines

Previous articleNext article No AccessReclaiming an Ideal: The Islamization of Educationin the Southern PhilippinesJeffrey Ayala MilliganJeffrey Ayala Milligan Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 3August 2006Special Issue on Islam and Education—Myths and TruthsGuest Editors: Wadad Kadi and Victor Billeh Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/503883 Views: 88Total views on this site Citations: 8Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Jeffrey S. Brooks, Melanie C. Brooks School leadership between the cross and the crescent: spiritual capital and religious capital in the southern Philippines, International Journal of Qualitative Studies in Education 35, no.33 (Oct 2021): 281–300.https://doi.org/10.1080/09518398.2021.1982061Leonora C. Angeles, Omer Aijazi Revisiting the Madrassa Question in Pakistan: Worlding Lived Religion and Religious Education in Urban Spaces, Humanity & Society 43, no.33 (Nov 2018): 295–326.https://doi.org/10.1177/0160597618814878 조태영 Islamization in the Philippines: The Development of Islamic and Integrated Madrasah Education, The Southeast Asian Review 25, no.11 (Feb 2015): 157–200.https://doi.org/10.21652/kaseas.25.1.201502.157Jeffrey Ayala Milligan, Enoch Stanfill, Anton Widyanto, Huajun Zhang Philosophers Without Borders? Toward a Comparative Philosophy of Education, Educational Studies 47, no.11 (Jan 2011): 50–70.https://doi.org/10.1080/00131946.2011.540990Jeffrey Ayala Milligan The Prophet and the Engineer Meet Under the Mango Tree: Leadership, Education, and Conflict in the Southern Philippines, Educational Policy 24, no.11 (Dec 2009): 28–51.https://doi.org/10.1177/0895904809354069Jeffrey Ayala Milligan Prophetic Pragmatism? Post-Conflict Educational Development in Aceh and Mindanao, Diaspora, Indigenous, and Minority Education 3, no.44 (Oct 2009): 245–259.https://doi.org/10.1080/15595690903227756Jeffrey Ayala Milligan Islam and education policy reform in the southern Philippines, Asia Pacific Journal of Education 28, no.44 (Dec 2008): 369–381.https://doi.org/10.1080/02188790802468963Jaddon Park, Sarfaroz Niyozov Madrasa education in South Asia and Southeast Asia: current issues and debates, Asia Pacific Journal of Education 28, no.44 (Dec 2008): 323–351.https://doi.org/10.1080/02188790802475372

Education in Islam—Myths and Truths

Next article No AccessGuest EditorialEducation in Islam—Myths and TruthsWadad KadiWadad Kadi Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 3August 2006Special Issue on Islam and Education—Myths and TruthsGuest Editors: Wadad Kadi and Victor Billeh Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/504818 Views: 426Total views on this site Citations: 31Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Claire Alkouatli “We’re Trying to Raise Muslim Kids, Right?” Muslim Educators’ Narratives of Human Development, Cognition and Instruction 41, no.11 (May 2022): 32–60.https://doi.org/10.1080/07370008.2022.2073355Essam Ayyad Re-Evaluating Early Memorization of the Qurʾān in Medieval Muslim Cultures, Religions 13, no.22 (Feb 2022): 179.https://doi.org/10.3390/rel13020179Paul Douglas Fullerton, Mahbub Sarkar, Shamsul Haque, Wendy McKenzie Culture and understanding the role of feedback for health professions students: realist synthesis protocol, BMJ Open 12, no.22 (Feb 2022): e049462.https://doi.org/10.1136/bmjopen-2021-049462ESSAM AYYAD How were young Muslim minds shaped? A critical study of the kuttāb in Medieval Islam, Journal of the Royal Asiatic Society 32, no.11 (Feb 2021): 141–185.https://doi.org/10.1017/S135618632100002XSamiul Hasan Mosques and Civil Society in the Twenty-First Century, (Jun 2022): 1–9.https://doi.org/10.1007/978-3-319-99675-2_9552-1T. O. Yusuf, L. Raimi How Compatible Are SDGs with Divine Principles? A Critical Literature Review (CLR), (Apr 2021): 3–27.https://doi.org/10.1007/978-3-030-65313-2_1Holger Daun Islamic Education in Four European Countries: England, The Netherlands, Russia, and Sweden, (Apr 2021): 213–233.https://doi.org/10.1007/978-3-658-31696-9_14Muhammed Haron Central and Southern Africa: Islamic Education Variations, (Jun 2020): 391–420.https://doi.org/10.1007/978-3-030-38277-3_20Abdul Haiy Abdul Sali, Arlyne Canales Marasigan , International Journal of Comparative Education and Development 22, no.33 ( 2020): 201.https://doi.org/10.1108/IJCED-06-2019-0034 References, (Nov 2018): 129–136.https://doi.org/10.1108/978-1-78754-531-120181014Abdullah Sahin Critical Issues in Islamic Education Studies: Rethinking Islamic and Western Liberal Secular Values of Education, Religions 9, no.1111 (Oct 2018): 335.https://doi.org/10.3390/rel9110335Val D. Rust, Carine Allaf Islamic Fundamentalism, Terrorism, and Education, (Jun 2018): 389–402.https://doi.org/10.1007/978-3-319-64683-1_19Holger Daun Introduction to Part III: Islamic Education Around the World: Commonalities and Varieties, (Jun 2018): 529–553.https://doi.org/10.1007/978-3-319-64683-1_45Val D. Rust, Carine Allaf Islamic Fundamentalism, Terrorism, and Education, (Jul 2017): 1–14.https://doi.org/10.1007/978-3-319-53620-0_19-1Holger Daun Islamic Education Around the World: Commonalities and Varieties, (Jul 2017): 1–25.https://doi.org/10.1007/978-3-319-53620-0_45-1Mukhlis Abu Bakar Teaching Islam to Children in Multicultural Singapore, (Oct 2017): 2238–2241.https://doi.org/10.1007/978-981-287-588-4_542Mukhlis Abu Bakar Teaching Islam to Children in Multicultural Singapore, (Nov 2016): 1–4.https://doi.org/10.1007/978-981-287-532-7_542-1Fatma Nevra Seggie Academic and cultural experiences of covered women in Turkish higher education, Comparative Education 51, no.44 (Sep 2015): 575–591.https://doi.org/10.1080/03050068.2015.1081795Linda Walton Educational institutions, (Apr 2015): 116–144.https://doi.org/10.1017/CBO9780511667480.006Samiul Hasan Muslim Philanthropy: Praxis and Human Security Across Muslim Majority Countries, (Jan 2015): 117–144.https://doi.org/10.1007/978-1-4939-2525-4_5Hoda Baytiyeh, Mohamad K. Naja Can education reduce Middle Eastern fatalistic attitude regarding earthquake disasters?, Disaster Prevention and Management 23, no.44 (Jul 2014): 343–355.https://doi.org/10.1108/DPM-12-2013-0219A'ishah Ahmad Sabki, Glenn Hardaker The madrasah concept of Islamic pedagogy, Educational Review 65, no.33 (Aug 2013): 342–356.https://doi.org/10.1080/00131911.2012.668873Amir Sabzevar Qahfarokhi, Abbas Madandar Arani, Lida Kakia The Impact of Educational Systems on Political Violence in the Middle-East Region, (Jan 2013): 223–235.https://doi.org/10.1007/978-94-6209-125-2_13Zaniah Marshallsay Twists and turns of Islamic education across the Islamic world, International Journal of Pedagogies and Learning 7, no.33 (Dec 2014): 180–190.https://doi.org/10.5172/ijpl.2012.7.3.180Lori Hartmann-Mahmud Pounding Millet During School Hours: Obstacles to Girls’ Formal Education in Niger, The European Journal of Development Research 23, no.33 (Mar 2011): 354–370.https://doi.org/10.1057/ejdr.2011.6Bill Gent The world of the British hifz class student: observations, findings and implications for education and further research, British Journal of Religious Education 33, no.11 (Jan 2011): 3–15.https://doi.org/10.1080/01416200.2011.523516Margery K. Anderson, Tarfa Nasser Alnaimi, Shaikha Hamad Alhajri National student research fairs as evidence for progress in Qatar’s Education for a New Era, Improving Schools 13, no.33 (Dec 2010): 235–248.https://doi.org/10.1177/1365480210390083David W. Chapman, Suzanne L. Miric Education Quality in the Middle East, International Review of Education 55, no.44 (Jul 2009): 311–344.https://doi.org/10.1007/s11159-009-9132-5Jaddon Park, Sarfaroz Niyozov Madrasa education in South Asia and Southeast Asia: current issues and debates, Asia Pacific Journal of Education 28, no.44 (Dec 2008): 323–351.https://doi.org/10.1080/02188790802475372Ho Wai-Yip Teaching Islam to educate multiethnic and multicultural literacy: seeking alternative discourse and global pedagogies in the Chinese context, Asian Ethnicity 9, no.22 (Jun 2008): 77–95.https://doi.org/10.1080/14631360802041893Sa'eda Buang, Masturah Ismail The Life and Future of Muslim Education, Asia Pacific Journal of Education 27, no.11 (Mar 2007): 1–9.https://doi.org/10.1080/02188790601145390

Collaborating in education for all? Experiences of government support for non‐state provision of basic education in South Asia and Sub‐Saharan Africa

AbstractWhile basic education is commonly seen as primarily a state responsibility, non‐state providers (NSPs) can play an important role in expanding access to children underserved by public provision. Experience from five countries indicates that collaboration between governments and NSPs is closest when different forms of engagement interact (for example, facilitation or contracting of education services necessitating regulation which can lead to greater involvement in policy dialogue). However, more intense forms of engagement can result in tension, mistrust and even antagonism, particularly where dominant but ineffective centralised ministries of education attempt to maintain control over the sector, even where they are unable to support their own provision effectively. In such contexts, collusion between NSPs through umbrella associations is apparent, often with the aim of challenging restrictive government practices. However, evidence suggests that these associations tend to favour more established NSPs serving élite populations. There is a need both to recognise the complexities of collaboration amongst a diverse group of NSPs, as well as between them and governments, to support the achievement of education for all. Copyright © 2006 John Wiley & Sons, Ltd.

Religious School Enrollment in Pakistan: A Look at the Data

Religious School Enrollment in Pakistan: A Look at the Data

Islamic Education and Civil Society: Reflections on the Pesantren Tradition in Contemporary Indonesia

Previous articleNext article No AccessIslamic Education and Civil Society: Reflections on the Pesantren Tradition in Contemporary IndonesiaFlorian PohlFlorian Pohl Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 50, Number 3August 2006Special Issue on Islam and Education—Myths and TruthsGuest Editors: Wadad Kadi and Victor Billeh Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/503882 Views: 261Total views on this site Citations: 28Citations are reported from Crossref © 2006 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Muh. Idris, Saidna Zulfiqar Bin Tahir, Evra Wilya, Yusriadi Yusriadi, Leeda Sarabani, Ehsan Rezvani Availability and Accessibility of Islamic Religious Education Elementary School Students in Non-Muslim Base Areas, North Minahasa, Indonesia, Education Research International 2022 (Jun 2022): 1–11.https://doi.org/10.1155/2022/6014952Abdul Karim, Amsal Bakhtiar, Jamali Sahrodi, Paul H. Chang Spiritual leadership behaviors in religious workplace: the case of pesantren, International Journal of Leadership in Education 12 (May 2022): 1–29.https://doi.org/10.1080/13603124.2022.2076285K Ismail, K Alauddin, Y Abdul Talib, N Salleh Conceptualization of cultural sustainability for elderly Pondok Village (EPV), IOP Conference Series: Earth and Environmental Science 881, no.11 (Nov 2021): 012024.https://doi.org/10.1088/1755-1315/881/1/012024Yanwar Pribadi Sekolah Islam (Islamic Schools) as Symbols of Indonesia's Urban Muslim Identity, TRaNS: Trans -Regional and -National Studies of Southeast Asia 9 (Jul 2021): 1–16.https://doi.org/10.1017/trn.2021.15Arip Purkon POLITICAL PARTIES AND ISLAMIC LAW POSITIVIZATION IN CONTEMPORARY INDONESIAN GOVERNANCE, Humanities & Social Sciences Reviews 9, no.22 (Mar 2021): 75–86.https://doi.org/10.18510/hssr.2021.928Muhaemin Latif, Erwin Hafid, Luís Tinoca multicultural attitudes in an Islamic boarding school of South Sulawesi – Indonesia, Cogent Education 8, no.11 (Aug 2021).https://doi.org/10.1080/2331186X.2021.1968736Melanie C. Brooks, Jeffrey S. Brooks, Agus Mutohar, Imam Taufiq Principals as socio-religious curators: progressive and conservative approaches in Islamic schools, Journal of Educational Administration 58, no.66 (Jun 2020): 677–695.https://doi.org/10.1108/JEA-01-2020-0004Samuel Bazzi, Gabriel Koehler-Derrick, Benjamin Marx The Institutional Foundations of Religious Politics: Evidence from Indonesia*, The Quarterly Journal of Economics 135, no.22 (Dec 2019): 845–911.https://doi.org/10.1093/qje/qjz038Leonora C. Angeles, Omer Aijazi Revisiting the Madrassa Question in Pakistan: Worlding Lived Religion and Religious Education in Urban Spaces, Humanity & Society 43, no.33 (Nov 2018): 295–326.https://doi.org/10.1177/0160597618814878M. Abdul Fattah Santoso, M. Thoyibi, Abdullah Aly INTEGRATION OF EDUCATION: THE CASE STUDY OF ISLAMIC ELEMENTARY SCHOOLS IN SURAKARTA, INDONESIA, Humanities & Social Sciences Reviews 7, no.44 (Oct 2019): 1046–1052.https://doi.org/10.18510/hssr.2019.74143Kurniawan Saefullah, Nury Effendi , ( 2019): 293.https://doi.org/10.1007/978-3-030-05423-6_13Rahayati Ahmad, Siti Hafsha Albasri, Syahiza Arsad, Roshima Said A Critical Analysis of Zakat and Waqf in Sustaining the Development and Survival of Pondok Institution in Kedah, (Jul 2019): 215–221.https://doi.org/10.1007/978-981-13-7584-2_17M. Niaz Asadullah, Maliki Madrasah for girls and private school for boys? The determinants of school type choice in rural and urban Indonesia, International Journal of Educational Development 62 (Sep 2018): 96–111.https://doi.org/10.1016/j.ijedudev.2018.02.006Florian Pohl Islam, State, Civil Society, and Education, (Jun 2018): 227–249.https://doi.org/10.1007/978-3-319-64683-1_18Pia Karlsson, Amir Mansory Islamic Education in Afghanistan, (Jun 2018): 685–697.https://doi.org/10.1007/978-3-319-64683-1_42Putut Suharso, Sarbini Sarbini, N.A. Prayogo, A. Amron Coastal Community Response to the Movement of Literacy: a study on literacy culture in Demak pesantren's, E3S Web of Conferences 47 (Aug 2018): 07004.https://doi.org/10.1051/e3sconf/20184707004Clara Morgan Public Private Partnerships and Corporate Social Responsibility: Needs for and Impacts on Education in India and Indonesia, (Apr 2017): 199–224.https://doi.org/10.1007/978-1-4939-6915-9_9Florian Pohl Islam, State, Civil Society, and Education, (Jul 2017): 1–23.https://doi.org/10.1007/978-3-319-53620-0_18-1Pia Karlsson, Amir Mansory Islamic Education in Afghanistan, (Jul 2017): 1–13.https://doi.org/10.1007/978-3-319-53620-0_42-1Carl Sterkens, Mohamad Yusuf Preferences for Religious Education and Inter-Group Attitudes among Indonesian Students, Journal of Empirical Theology 28, no.11 (Jun 2015): 49–89.https://doi.org/10.1163/15709256-12341324Ismail Suardi Wekke, Sanusi Hamid Technology on Language Teaching and Learning: A Research on Indonesian Pesantren, Procedia - Social and Behavioral Sciences 83 (Jul 2013): 585–589.https://doi.org/10.1016/j.sbspro.2013.06.111Dina Afrianty Islamic education and youth extremism in Indonesia, Journal of Policing, Intelligence and Counter Terrorism 7, no.22 (Oct 2012): 134–146.https://doi.org/10.1080/18335330.2012.719095 Raihani Report on multicultural education in pesantren, Compare: A Journal of Comparative and International Education 42, no.44 (Mar 2012): 585–605.https://doi.org/10.1080/03057925.2012.672255Florian Pohl Negotiating Religious and National Identities in Contemporary Indonesian Islamic Education, CrossCurrents 61, no.33 (Sep 2011): 399–414.https://doi.org/10.1111/j.1939-3881.2011.00189.xLori Hartmann-Mahmud Pounding Millet During School Hours: Obstacles to Girls’ Formal Education in Niger, The European Journal of Development Research 23, no.33 (Mar 2011): 354–370.https://doi.org/10.1057/ejdr.2011.6Pam Nilan The ‘spirit of education’ in Indonesian Pesantren, British Journal of Sociology of Education 30, no.22 (Mar 2009): 219–232.https://doi.org/10.1080/01425690802700321Florian Pohl Interreligious Harmony and Peacebuilding in Indonesian Islamic Education, (May 2009): 147–160.https://doi.org/10.1007/978-1-4419-0143-9_8Jaddon Park, Sarfaroz Niyozov Madrasa education in South Asia and Southeast Asia: current issues and debates, Asia Pacific Journal of Education 28, no.44 (Dec 2008): 323–351.https://doi.org/10.1080/02188790802475372

Be Masters in That You Teach and Continue to Learn: Medieval Muslim Thinkers on Educational Theory

Be Masters in That You Teach and Continue to Learn: Medieval Muslim Thinkers on Educational Theory

The Indian madrassahs and the agenda of reform

The reform of the traditional madrassah system of Islamic education in South Asia is a much talked about and hotly debated subject today. It is often linked to discussions about ‘terrorism’ and allegations of madrassahs being involved in training ‘terrorists’. In this way the voices of the ‘ulama associated with the madrassahs, as well as the voices of Muslims who are engaged in promoting reform within the madrassah system, are often marginalized or completely silenced. This article seeks to highlight the views of key individuals associated with a range of madrassahs which are associated with different schools of thought in India. This paper looks at the different ways in which the agendas of reform of the madrassahs are imagined and presented by a number of Indian Muslim ‘ulama as well as Islamist ideologues and modernist Muslim social activists. The paper further examines the various rationales that are offered for reform as well as the particular areas of reform that are stressed. These include the modernization of the madrassah curriculum, reform in methods of teaching, relations between teachers and students, and coordination between different madrassahs. The article also looks at various suggestions that are offered for promoting better and closer interaction between the madrassahs and the wider community, including other Muslim sects, non-Muslims, and the Indian state.

Mothers and Non‐Mothers: Gendering the Discourse of Education in South Asia

This essay brings together and complicates three stories within South Asian education history by gendering them. Thus modern education was actively pursued by mothers for their sons; indigenous education should be understood as continuing at home; and women were crucial actors in men's reform and nationalism efforts through both collaboration and resistance. Gendered history should go beyond the separate story of girls and women, or the understanding of women as mothers and mothers as the nation, to see these three processes as gendered. The paper argues for the coming together of historical and anthropological arguments and for using literature imaginatively.

Development of Library and Information Science Education in South Asia with Emphasis on India: Strengths, Problems and Suggestions

Library and information science (LIS) education was introduced in India in 1903, followed by other South Asian countries. During the past one-hundred years, progress in the field has been rather slow with the exception of the last twenty years of the twentieth century and the reforms introduced since the beginning of the twenty-first century. This article traces the history of LIS education developments in all South Asian countries with emphasis on India. It deals with the contributions of S.R. Ranganathan, who was instrumental in introducing many much-needed reforms in the field in India, the largest country in South Asia. Introduction of technology since the 1990s certainly has changed the field in many countries of the region. The article includes a discussion of strengths and weaknesses of the program, with a few suggestions to improve the field further for the benefit of LIS programs in all South Asian countries. The emphasis is on maintaining quality and high standards, rather than expansion only, in the present century with strong leadership, team work and vision.

Book Review: Summary: Child Labour and the Right to Education in South Asia—Needs versus Rights?

Book Review: Summary: Child Labour and the Right to Education in South Asia—Needs versus Rights?

Child Labour and the Right to Education in South Asia: Needs versos Rights?

Child Labour and the Right to Education in South Asia: Needs versos Rights?

Naila Kabeer, Geetha B. Nambissan, and Ramya Subrahmanian. Child Labour and the Right to Education in South Asia: Needs versus Rights? New Delhi: Sage Publications, 2003. 412 pages. Paperback. Indian Rs 365.00.

The volume is based on the proceedings of a workshop, organised on the issue of child labour and the right to education. The studies in the volume reflect on topics related to the problems of universalising education in South Asia. All the studies are based on the experience of either Bangladesh or India, with the exception of one or two studies where a comparison with other South Asian countries is considered. The problem of child labour is quite widespread in South Asia and that has prevented children in these societies from participating in schooling. At the same time, there are children who are neither at school nor at work. The reason identified for this is not only poverty but also the school system, as well as discrimination on the basis of caste, gender, tribal, or religious reasons. The volume generally examines the patterns of social discrimination and how this problem has been aggravated by the formal educational system. It also reflects on policy interventions addressing the problem—the efforts by the government, on the one hand, and by the non-governmental organisations, on the other.

Bhakti in the Early Jain Tradition: Understanding Devotional Religion in South Asia

Previous articleNext article No AccessBhakti in the Early Jain Tradition: Understanding Devotional Religion in South AsiaJohn E. CortJohn E. Cort Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by History of Religions Volume 42, Number 1Aug., 2002 Article DOIhttps://doi.org/10.1086/463696 Views: 33Total views on this site Citations: 20Citations are reported from Crossref Copyright 2002 The University of ChicagoPDF download Crossref reports the following articles citing this article:Tyler W. Williams Literary and religious history from the middle: Merchants and bhakti in early modern North India, The Indian Economic & Social History Review 45 (Jul 2022): 001946462211093.https://doi.org/10.1177/00194646221109338Kiyokazu Okita Bhakti, (Nov 2021): 1–8.https://doi.org/10.1002/9781119009924.eopr0046Heleen De Jonckheere A song for Jains or a song for India: contesting narratives during the COVID-19 crisis, Contemporary South Asia 29, no.44 (Oct 2021): 579–587.https://doi.org/10.1080/09584935.2021.1995327Jason D. Hawkes Ever the Handmaid? A Consideration of What a Medieval Archaeology in South Asia Might Be, The Medieval History Journal 24, no.1-21-2 (Dec 2021): 130–170.https://doi.org/10.1177/09719458211054352Tomoyuki Yamahata Jain Image Worship and Hagiographical Literature, Journal of Indian and Buddhist Studies (Indogaku Bukkyogaku Kenkyu) 69, no.22 (Mar 2021): 970–965.https://doi.org/10.4259/ibk.69.2_970Claire Maes Jain Education in South Asia, (Aug 2021): 71–99.https://doi.org/10.1007/978-981-15-0032-9_7Claire Maes Jain Education in South Asia, (Sep 2020): 1–29.https://doi.org/10.1007/978-981-13-3309-5_7-1Tomoyuki Yamahata The Change of Main Characters in Jain Carita Literature, Journal of Indian and Buddhist Studies (Indogaku Bukkyogaku Kenkyu) 68, no.11 (Dec 2019): 522–516.https://doi.org/10.4259/ibk.68.1_522Tillo Detige ‘Tataḥ Śrī-Gurus-Tasmai Sūrimantraṃ Dadyāt’, ‘Then the Venerable Guru Ought to Give Him the Sūrimantra’: Early Modern Digambara Jaina Bhaṭṭāraka Consecrations, Religions 10, no.66 (Jun 2019): 369.https://doi.org/10.3390/rel10060369Aleksandra Restifo Devotion of a Jain minister: Discovering the complex identities of Vastupāla (13th century), Sikh Formations 15, no.1-21-2 (Feb 2019): 212–229.https://doi.org/10.1080/17448727.2019.1565301M. Whitney Kelting Tracking changes in Jain devotional singing, Sikh Formations 15, no.1-21-2 (Jan 2019): 142–151.https://doi.org/10.1080/17448727.2019.1565302Bob van der Linden Songs to the Jinas and of the Gurus: historical comparisons between Jain and Sikh devotional music, Sikh Formations 15, no.1-21-2 (Jan 2019): 230–245.https://doi.org/10.1080/17448727.2019.1565304Aleksandra Restifo Aesthetic Pleasure in the Worship of the Jina: Understanding Performance in Jain Devotional Culture, Religions 10, no.44 (Apr 2019): 251.https://doi.org/10.3390/rel10040251 Plau Jain Narrative Literature in Brajbhāṣā: Discussions from an Understudied Field, Religions 10, no.44 (Apr 2019): 262.https://doi.org/10.3390/rel10040262Tine Vekemans From Self-Learning Pathshala to Pilgrimage App: Studying the Expanding World of Jain Religious Apps, (Oct 2019): 61–82.https://doi.org/10.1007/978-3-030-26376-8_4Steven M. Vose Jain Uses of Citrakāvya and Multiple-Language Hymns in Late Medieval India: Situating the Laghukāvya Hymns of Jinaprabhasūri in the “Assembly of Poets”, International Journal of Hindu Studies 20, no.33 (Jan 2017): 309–337.https://doi.org/10.1007/s11407-016-9199-0Angelika Malinar Religious pluralism and processes of individualisation in Hinduism, Religion 45, no.33 (Jun 2015): 386–408.https://doi.org/10.1080/0048721X.2015.1024038KNUT AUKLAND Understanding Possession in Jainism: A Study of Oracular Possession in Nakoda, Modern Asian Studies 47, no.11 (Jul 2012): 109–134.https://doi.org/10.1017/S0026749X1200039XDonald R. Davis Hinduism as a Legal Tradition, Journal of the American Academy of Religion 75, no.22 (May 2007): 241–267.https://doi.org/10.1093/jaarel/lfm004Shrinivas Tilak Cāturdharmya: Hermeneutics of Integrative Differentiation, (): 95–120.https://doi.org/10.1007/978-1-4020-8192-7_6

What Does Globalization Mean for Educational Change? A Comparative Approach

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