Tag Archives: Muslim Women of India

Where guns used to roar earlier, now ‘Shafqat Aamna’ has become an IAS

Community Involvement / Social Issues, Leaders, Women/Girls(since May26-2021), , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Adhakparia Village (East Champaran District), BIHAR :

Motihari: 

A village in East Champaran which was infamous for guns being pulled out on trivial matters and for fights, the village where last year a sarpanch was not only strangled by fearless criminals but also shot dead, now this same village will be known for the stories of Shafqat Amna becoming an IAS.  

Shafqat Amna, daughter of retired teacher Mohammad Zafir Alam of Adhakparia village of East Champaran, has not only brought glory to her family by securing 186th rank in the UPSC Civil Services exam, but has also shown a path to lakhs of Muslim girls with the light of education. 

The whole village is rejoicing at Shafqat’s success. 65-year-old Zafir is not tired of thanking people for this success. 

In an exclusive conversation with BeyondHeadlines, Zafir Alam says, ‘We would like my daughter to work as an honest servant. She should strive for peace and prosperity in the society. And most importantly, she should take today’s new generation forward in the field of education.’

Let us tell you that Zafir Alam has retired as a teacher from an Urdu middle school in Agarwa village near Motihari. 

24-year-old Shafqat Amna says in an exclusive interview with BeyondHeadlines that the backwardness of the village and the lack of infrastructure always bothered me. That is why since childhood I wanted to live among the people and do something for them so that I could change their thinking and circumstances. My father, sensing this desire of mine, inspired me to join the civil service. 

Aamna says that my first choice is IAS and I am hopeful that I will definitely get IAS Insha Allah. 

When asked what will you do first after becoming an IAS? 

In response to this question, Aamna says that my first effort will be that whichever district I go to, I will first try to focus on education in the village. Since my father was a teacher, I understand the politics of teachers very well. I will inspire them to teach children honestly, away from that politics.  

What if I get IPS instead of IAS? 

On this question, Aamna pauses for a while and then after thinking says – I am hopeful that I will get IAS and I have not thought of anything else apart from this. But still if I get IPS instead of IAS then first of all I will pay special attention to law and order. I will try to maintain communal harmony in my district at all costs. I will try my best that there is never any fight or quarrel in my district, there is always mutual harmony.

When asked about preparing for civil services, Aamna says that, I would definitely like to tell those who want to join civil services that they should not start preparing for it suddenly, but first understand the syllabus well. If possible, try to take guidance from an IAS or IPS. Then start preparing for it thoughtfully with full courage and passion. Try to study smartly instead of studying like donkeys.

However, she also says that everyone’s way of preparing is different. The positive thing for me was that I had read NCERT books properly in school itself. So all the concepts were clear. I studied Geography very well in graduation as well. And yes, during my entire studies, I always had the habit of making short notes. These notes were very useful in my preparation. I paid full attention to its revision. Apart from that, I participated a lot in test series. 

Let us tell you that Shafqat Amna passed 10th from Jawahar Navodaya Vidyalaya in Bettiah, West Champaran. Then she went to Bokaro for 12th, passed 12th from DPS there. After that, circumstances became such that she had to return to the village. Here she got a BA Honors degree in Geography from a college of Bhimrao Ambedkar University in Motihari. After that, she came to Delhi in 2016 to prepare for civil services. Here she prepared by staying in the residential coaching of Jamia Millia Islamia and after failing twice, she succeeded this time in the third attempt.

Apart from her parents, Shafqat Amna’s family also has three sisters and a brother. Her younger sister is pursuing BA LLB from Jamia Millia Islamia. Her two elder sisters have completed B.Ed and are currently living with their mother in the village. 

Aamna says that the situation at home was never good. My father was the only breadwinner in the house. But he never neglected our education. Whatever I am today is because of my father. 

What would you like to say to the girls of the country? 

On this question, Aamna says that I would like to say that it is very important for you to get educated. And never underestimate yourself. Your hard work, your efforts can change your fate. But yes, for success you will have to make your own policy and your own routing. You will have to decide for yourself what things matter in your life…

source: http://www.beyondheadlines.in / Beyond Headlines / Home> India> Real Heroes / by Afroz Alam Sahil, Beyond Headlines / April 06th, 2019

I had confidence in myself and kept working hard, that is why today I am an IAS…

Community Involvement / Social Issues, Education - Gold Medallists, Toppers, Merits, Achievers (wef. June 12th, 2023), Leaders, Videos, Women/Girls(since May26-2021), , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Chhatabad Village (Dhanbad District), JHARKHAND :

Everything cannot always be in your hands. But working hard to achieve something is definitely in your hands. Rena Jameel also had to work hard, and today she has become an IAS because of her hard work. 

Born in Chhatabad village of Katras area of ​​Dhanbad district of Jharkhand, Rena Jamil has secured 380th rank in the UPSC Civil Service Examination this time. Whereas in the year 2016 examination, she had secured 882 rank.

Rena Jameel says that she got Indian Information Service in 2016. But she had dreams of becoming an IAS. It was also necessary to join training. That is why she gave UPSC again in 2017 along with training, but failed in the prelims itself. Still, I did not give up. I took a few days off and prepared. And as a result, I got 380 rank and now I have become an IAS.

Rena Jamil, UPSC Rank -380

Rena Jameel’s father Mohammad Jameel Ansari has retired from Tata Company. He was a mechanical engineer in Tata. While mother Naseem Ara is a home maker. She has four siblings. Elder brother Raunak Jameel Ansari is in Indian Revenue Service. He had secured 763 rank in 2014. Younger brother is an engineer and is currently working with Prasar Bharati. While younger sister is doing her masters and is preparing for admission in PhD. 

Rena studied in Urdu medium from Chhatabad Urdu Middle School till class 8. Then she completed her 10th and 12th from the same school. After that she did BSc in Zoology from S.S.L.N.T. Mahila Mahavidyalaya and M.Sc from P.K. Roy Memorial College. After this she also did B.Ed.  

Rena says, Ammi was always motivating for me. She never made me do household chores, rather she always insisted on studying. However, all this was not so easy for me. Just to study in college, I had to travel about 50 kilometers every day. Sometimes by bus, sometimes by auto or sometimes by walking for hours… I would leave in the morning and reach home only at night.

When asked that now you are an IAS, what will be your first task in the district you go to after training, Rena says that every district has its own problems. But my special focus will be on education and health sector. Because my experience with both these sectors has been very bad. I would not want that in my district someone loses his life due to health service and someone’s daughter’s education gets interrupted just because the college is very far away.  

Rena Jameel loves Urdu poetry. She has been reading Faiz, Ghalib and Iqbal in particular. The special thing is that Rena herself has written about 50 poems so far. All these poems are in Urdu language. 

What was the reason that made you decide that I have to join the civil service? 

In response to this question, Rena says that, generally, there is not much focus on the education of girls in our society. Even if the family is educating them, the only purpose is that they will get married in a good family. I also had many friends who were very sharp in studies, but somewhere they could not study further. Could not go ahead. Due to family pressure or other reasons. Many were not sent to college only because the distance to the college was too much, but in my case my family was a little supportive. In such a situation, I started thinking that I have to do something that becomes an example for others. Such people should listen to me who educate their girls only for marriages or do not educate them at all. Then I decided that I have to do something big so that I can become an inspiration for girls.  

How and where did you prepare for the exam? 

On this, Rena Jameel says that in 2014, my elder brother succeeded in this exam. I came to Jamia on his guidance. Before this, I had read NCERT thoroughly. I also used to read newspapers regularly. I took Zoology for this exam because I had done BSc and MSc in this subject. 

In a long conversation, Rena tells about her struggles that there were many ups and downs in my life journey. I could not succeed even after reaching the mains twice. I succeeded the third time but did not get what I wanted. Despite this, I had confidence in myself and kept working towards my goal. Today I am successful because of this. Although I was happy with this service too, but it was not my aim or goal. That is why I kept preparing along with the service. I only wanted to become an IAS and I became one.

What message would you like to give to those preparing for UPSC? 

On this question, Rena says that many things are not in your hands. Only hard work is in your hands. And yes! The fruit of hard work is always sweet. I also faced many problems. I also failed. All things kept happening with me. But I kept working hard continuously. I will tell you the same thing that always think about fulfilling your dreams. If I had not done this, then I would definitely not have been an IAS. I would have been doing the service of 2016. Therefore, patience is very important for success in this exam. 

Also I would like to say that you must read newspapers because it is important to read people’s thoughts, it helps you to develop your own thoughts. And yes! You should always keep your resources limited. If you keep yourself busy reading everything then you will never be able to complete your syllabus. Whatever you read, read it with all your heart and give it enough time. 

What would you like to say to the youth of the country, especially the girls of your community? 

On this, Rena says that education is everything today. So pay attention to education at all costs. Never shy away from working hard. If I can do it, then believe me anyone can do it. But for this you will have to come forward and work hard.  

She especially tells girls that you need to come forward and work hard. It is also the responsibility of the society to stop looking at girls with narrow mindedness. Rather, they should be encouraged. Girls have a lot of talent. If we just become a little open minded, they will go far ahead. It is also the responsibility of girls to work hard and fulfill their dreams… and yes, the dreams should be a little big. 

source: http://www.beyondheadlines.in / Beyond Headlines / Home> India> Real Heroes / by Afroz Alam Sahil, Beyond Headlines / June 19th, 2019

Sir Fakhruddin (1868-1933): An Educational Visionary of Bihar

Amazing Feats, Leaders, , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Dumri (Patna), BIHAR :

While working on my two books (soon to come: one on Muslim Politics in Bihar and another on Muzaffarpur Muslims, 1857-2011), while looking into primary and secondary sources I came across many personalities and institutions. One such person was Sir Fakhruddin whose contributions towards public life may interest many people. Hence I crave the readers’ indulgence.

[Sir] Syed Mohammad Fakhruddin [Khan Bahadur, 1868-1933] of Patna is credited to have the distinction of being the first Muslim Minister of Bihar and Orissa.

His father Md. Ali of the village Dumri, near Patna, took special care of his quality education. Having imparted elementary education in Arabic, Persian, and Urdu in the village Maktab, Fakhruddin was put under the tutelage of Md. Yahya, advocate, a big rais of Patna, with deep interest in music and literature. Yahya was the husband of Rasheedun Nesa (1855-1926, the author of the Urdu novel, Islahun Nesa, 1881/94, and a pioneer of modern education to women in Patna).

Fakhruddin did his BA from the Patna College in 1891, and B.L. in 1893, and started court practice under the guidance of Yahya in the district court of Patna. He was also associated with the Bihar Provincial Association.

Having earned good reputation as advocate he was elected member Bengal Council in 1910, which Fakhruddin quit after becoming the government pleader (1917-20) in the High Court of Patna, established in 1916-7. In 1921 he was elected member of the Bihar and Orissa Legislative Council, and he kept winning the elections till his death in 1933.

Thus, during 1921-33 he also served as minister of education besides few other significant departments. His contribution as minister in pushing the cause of education is distinctive. His efforts towards promoting primary and secondary education are noteworthy.

 The Deputy Directors of Public Instruction were made to undertake tours of Bihar and open schools. Fakhruddin worked hard towards enhancing the budgetary allocation for education. He also made efforts towards charkha operation in the government schools but remained largely unsuccessful in that. He mobilized funds for construction of college buildings and hostels. He was passionate about it.

Reconstruction of Patna’s BN College building and its three storeyed hostel, the imposing building of the Science College (Patna), two storyed hostel for the Science College, the Patna College Hostel (later became famous as Iqbal Hostel), two storeyed PostGraduate Hostel of Ranighat (Patna), Patna Training College are his creations.

Besides, he also allocated fund for the buildings and hostels of the Muzaffarpur’s GBB (LS) College, Cuttack’s Ravenshaw College, Bhagalpur’s TNB Colllege, two big buildings for the Madrasa Shams-ul-Hoda, which was taken over by the government, and eight professors’ quarters in Ranighat (Patna) are also his creations. For the cause of Urdu, he set up a Madrasa Board in 1922.

Madrasa Shams-ul-Hoda

Fakhruddin had also prepared an ambitious plan of converting the Patna University in a big residential university for which he also influenced the Nathan Committee to make favourable recommendations. This was to be established in the Phulwari Sharif. But it did not see the light of the day as a large number of the members of the Bihar and Orissa Legislative Council opposed it on the arguments that the campus will go far beyond the city; a member went on to allege that Fakhruddin was taking the University to the doors of his Pir. The Searchlight is said to have regretted this myopic opposition as the Bihar’s capital city was deprived of quality residential university.

He created and institutionalized Bihar Educational Service Class I, and went on talent hunt to recruit meritorious teachers for the Patna University.

With these efforts he brought in Dr Gyan Chand as professor of Economics, Prof. Taraporewala (History), Prof. Jamuna Prasad (Psychology), Prof. Hill (English), Prof. Shiv Parvati Prasad (Physics). They were posted on handsome salaries.

There used to be an insistence by the colonial regime to recruit only those candidates as Class I teachers who had obtained degrees from Europe.

Prof. Nayyar Laeeq Ahmad (who later became Principal, Andheri College, Bombay), and Prof. Jadunath Sarkar were also recruited. Sir Fakhruddin resisted this racism, without much success at the time, even though it was diluted subsequently in 1940s when Prof. K K Datta (History, 1944) was taken in.

Sir Fakhruddin brought a bright professor of Law from BHU to make him Principal, Law College, and Prof. Boman Sanjana of Bombay was brought in the Civil Engineering.

In order to overcome the dearth of talented teachers he also instituted State Scholarship programme on which promising students of BA and MA were sent oxford and Cambridge for higher degrees and they had to return back to teach in the colleges of Patna University.

Kishori Prasad Sinha, Fazlur Rahman, and Kalimuddin Ahmad for English literature; Ghanshyam Das for History, Balbhadra Prasad and Qamruddoja for Chemistry, Bhairavnath Rohtagi for Economics were few such luminaries. Sadly, with the death of Sir Fakhruddin this bright scheme also died.

The Bihar School of Engineering was upgraded to ‘College’ by him. He also established the Veterinary College of Patna and recruited many teachers from outside.

Besides education, he also held the portfolio of cooperative and he made it a movement of sorts, more particularly in Tirhut. He convened a conference of Cooperatives in Hajipur when Ahmad Husain (1886-1948), an Aligarh graduate of Muzaffarpur, was posted as SDO in Hajipur.

For all these unforgettable contributions, Dr Rajendra Prasad held him in very high esteem.

Sir Fakhruddin, a bearded, fair-skinned fellow was a devout practicing Muslim with punctualities of namaz. Sherwani, pajama, Turkish cap was his preferred dress. The masjid near the Patna Railway Junction was reconstructed by him by investing around Rs. 20-25 thousand, which is now the Jama Masjid of Patna; for long it was called ‘Sir Fakhruddin Masjid’.

As a minister, he never used government quarters; rather he preferred to work from his own house in Patna, nor did he accept police protection. He was a good orator in both English and Urdu.

His sons- Azizul Haq was a renowned advocate of Patna High Court, Anisul Haq was Deputy Collector, Habibul Haq was in judicial services.

(Mohammad Sajjad, Assistant Professor at Centre of Advanced Study in History, AMU, Aligarh)

source: http://www.twocircles.net / TwoCircles.net / Home / by Mohammad Sajjad / October 13th, 2025

NEET (UG) 2025: 472 Students of Al-Ameen Mission Qualify for Free Medical Seats in Government Medical Colleges Across West Bengal

Community Involvement / Social Issues, Education - Gold Medallists, Toppers, Merits, Achievers (wef. June 12th, 2023), Education- Excellence, Coaching, Training, Tutorials (wef. Feb 09th, 2024), Women/Girls(since May26-2021), , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Khalatpur Village (Howrah), WEST BENGAL :

M. Nurul Islam with some of the future doctors at Al Ameen Mission Khalatpur campus

M. Nurul Islam is a proud man as 472 students of Al Ameen Mission have qualified for free medical seats in government medical colleges across West Bengal through NEET (UG) 2025.

Muslims remain one of the most disadvantaged communities in India. In West Bengal—among the more underdeveloped states—their educational and socio-economic struggles are even more pronounced. Districts like Murshidabad and Malda, with significant Muslim populations, rank among the most backward in the country.

When the NEET results were announced, 154 students from Murshidabad and 77 from Malda scored above 500 marks, making them eligible for free medical education in the state’s government colleges.

What stands out is the socio-economic background of these students. Of the 472 successful candidates, 278 (59%) come from modest backgrounds: 194 (41%) belong to middle and upper-middle-income families, 152 (32%) to lower-middle-income groups, and 126 (27%) are from poor and Below Poverty Line (BPL) families.

The success of these students reflects not only academic excellence but also the transformative impact of Al Ameen Mission in empowering underprivileged communities through education.

“This year’s exam was comparatively tougher than in previous years, but by the grace of Allah, our students performed even better,” said M. Nurul Islam, founder general secretary of Al Ameen Mission, while speaking to Muslim Mirror.

Nurul Islam, the visionary general secretary of Al-Ameen Mission—often referred to as the Sir Syed of West Bengal—is widely recognized among the 100 most influential Indian Muslims. He pioneered an educational movement aimed at uplifting underprivileged Muslim students in West Bengal, significantly increasing their representation in medical colleges, even exceeding their population proportion in the state.

Born in 1959 in the small village of Khalatpur in Howrah district, Nurul Islam came from a humble background. His passion for education and community service became the foundation of a lifelong mission. In 1986, while he was a student, he started a hostel with just seven students inside the madrasa building. This initiative was sustained by a grassroots campaign—collecting a fistful of rice from every household in the village. In January 1987, this effort took shape as Al-Ameen Mission.

Today, the Mission has 77 branches across 23 districts of West Bengal, housing nearly 23,000 residential students. Over 49,000 students have passed from Al Ameen Mission, which follows the WBBSE, WBHSE, and CBSE curricula. In 2015, the West Bengal government honored M Nurul Islam with the Banga Bhushan Award for its contributions to education.

The Mission also engages in charitable work, offering financial aid and scholarships to unemployed Muslims. Under Nurul Islam’s leadership, it has become a beacon of holistic education, blending academic excellence with Islamic ethical values. The institution has produced hundreds of successful NEET and JEE candidates, changing the lives of many.

Nurul Islam’s resolute commitment to education and empowerment continues to inspire generations, reshaping the future of Muslim youth in Bengal and beyond.

source: http://www.muslimmirror.com / Muslim Mirro / Home> Education> Indian Muslim> Positive Story / by Jasmine Nehar / June 25th, 2025

Fasihuddin Balkhi: the forgotten historian of Bihar

Arts, Culture & Entertainment, Books (incl.Biographies - w.e.f.01 jan 2018 ), , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Patna, BIHAR :

Fasihuddin Balkhi was born in 1885 in Bakshi Mohalla of Patna city. | Picture: Rekhta

Born in Patna, Bihar during the British era, Fasihuddin Balkhi made a tremendous contribution to history-writing in Urdu. Despite this feat, he remains largely unknown to this day. 

Many historians have written about the history of Bihar. After taking a cursory overview of the works written by different scholars, one finds that history writing on Bihar, especially in the Urdu language has not yet received due attention in academic circles. Among many others who have written on Bihar and its history, the notable ones include Fasihuddin Balkhi (1885-1962); Taqi Rahim (1921-99); and Shad Azimabadi (1901-1978).

This piece is an attempt to highlight the life and works of Fasihuddin Balkhi. His work has received scant attention from those working in the Bihar region. His contribution remains largely under-acknowledged and under-explored in the existing literature of the Bihar province.   

Balkhi was born in 1885, the same year that the Indian National Congress (INC) was founded, in Bakshi Mohalla of Patna city. After receiving his early education at home, he went to Calcutta where he completed his higher education. He became a teacher and initially taught at Poona Military School and later in Calcutta Fort William. Later on, he passed the law examination and was employed in the Bihar government. In 1914, he opted for military service which enabled him to visit different parts of the world like Palestine, Egypt, Iraq and Lebanon. 

As India’s independence movement was drawing more followers, Balkhi too joined the movement. In 1921, he became part of the non-cooperation movement. After refusing to accept the post of deputy in Jaunpur, he had to face many hardships. Between 1926-27 he worked as the revenue officer and magistrate in Sarai Kela state.

After retirement, he left his ancestral home and lived the rest of his life till 1962 in his new house in Guzri Bazar Patna city (just behind the present Mohammedan Anglo Arabic school). In the last two years of his life, he worked at Patna University in the department of manuscripts. His hardworking and organizational abilities infused a new spirit in the department. 

Although Balkhi was known as a good teacher and a successful officer, he was primarily a historian and researcher, as he stepped into some areas of research that were hitherto almost invisible. Even the noted Bihar-based historian, Syed Hasan Askari (1901-1990) has acknowledged Balkhi’s scholarly and literary abilities. Unfortunately, most of the works of Balkhi could not reach their desired audience. Some of his works remain unpublished even now.  

Balkhi’s first book Tarikh-e-Magadh was published by Anjuman-e-Taraqqi-Urdu-Hind (Delhi) in 1944. The second book, Tazkira, was published as Tazkira-e-Niswane Hind (1956).

According to one source, he wrote his first work at the age of 25 in 1910 in Urdu on astrology, a rare case in Urdu, titled as Ilmi-e-Najoom. This work is not easily available or accessible to the readers. A pamphlet on the poetry of Shad Azimabadi titled as Inshad-e-Shad (Qaumi Press Bankipore, Patna, 1939) is his signature piece. The pamphlet demonstrates his power of critique. 

Balkhi’s work only gained wider attention after his death. Well-known Urdu publisher Nadeem Bhatti published one of Balkhi’s works Tazkira-e-Hindu Shora-e-Bihar (Poets in Bihar/Urdu) in 1962. Some of Balkhi’s unpublished works such as Dastur-e-Sukhan, a collection of his works on historical places of Bihar province, Aasar-e-Balkhiya, are collected in the book. Several of his scholarly, literary and historical articles are also available in different magazines and journals. A well-researched article on Balkhi’s personality and research guidance was written by Qayyum Khazar for ‘All India Radio Patna.’ Khazar states that “Fasihuddin Balkhi was a great historian and researcher as well as a good poet.”  

Balkhi’s work as historian
Tarikh-e-Magadh is the first book that earned Balkhi fame as a historian. This seminal work in Urdu was published in 1944 by Anjuman Taraqqi Urdu (Delhi), which was then under the supervision of Maulvi Abdul Haq (Baab-e-Urdu). The book chronicles the history of Bihar province from the earliest times (642 BC) up to the second World War in 1943. The book contains as many as twenty chapters. The book is considered one of the most reliable accounts of the history of Bihar in the Urdu language. The work was constructed from authentic historical sources. 

Patna-based historian Imtiaz Ahmad, commenting on the significance of Tarikh-e-Magadh, has said, “It is written authentically and professionally, with proper references from sources (Persian texts).” 

Balkhi also wrote another significant work entitled Wahabi Movement, posthumously published in 1983. This book along with Qeyamuddin Ahmad’s seminal work The Wahhabi Movement in India (1966, reprinted 1994) are the most cited works on the history and role of the Wahhabi movement in India.

Balki’s slim book, despite being confined to the Bihar region, is distinctive in many new ways. The sources he cited are primary and useful, such as letters of Syed Ahmad Shah, Calcutta Review, Indian Muslim by Wilson Hunter, Tazkira-e Sadiqa and biographies of Syed Ismail and Syed Ahmad, the founding fathers of the movement in India.

Emphasizing the legacy left behind by the Wahhabi movement, Balkhi writes, “It is highly interesting to note that the use of three great weapons, namely, non-cooperation, passive resistance and establishing of parallel Govt. which the Congress leaders adopted in their fight against the bureaucracy, was originally advocated and preached by the Wahhabis in 1854.” (p. 16).

Apart from these historical accounts, Balkhi wrote another path-breaking book Tazkirah Niswan-e-Hind (1956) in which he documents the short biographical accounts of the notable women of India. He starts his book with Raziya Sultan of the early 13th century and covers the women from various fields across India such as Askari Begum ‘Hijab’ (Lucknow), Chander Mukhi Bose (Bengal), Lal Ded (Kashmir), Raziya Sajjad Zahir (Rajasthan/Bombay), Bibi ‘Tahira’ (Bihar), etc. This book serves as an important source of information on Indian women and their role in different times of history. 

Balkhi has also written about the lesser-known aspects of Bihar. This can be gauged from his book Patna Ke Katbe in Urdu, published by Khuda Bakhsh Library, Patna in 1993. This book is a unique study of inscriptions found on graves, mosques, and tombs located in Patna. 

Balkhi has made a tremendous contribution to writing the history of Bihar in Urdu. His work serves as a guiding light on the lesser known and under-explored aspects of Bihar. His work needs to be revisited and re-assessed to throw light on many ignored dimensions of Bihar history.

Mohd Hussain Ganie is a PhD student at Aligarh Muslim University (AMU). He tweets at  @GanaiHussain1

source: http://www.twocircles.net / TwoCircles.net / Home> Art-Culture / by Mohd Hussain Ganie, TwoCircles.net / August 12th, 2022

Bihar Collective to Release Booklet “Remembering Muslim Makers of Modern Bihar” in Patna on Feb 23

Amazing Feats, Books (incl.Biographies - w.e.f.01 jan 2018 ), Business & Economy, Community Involvement / Social Issues, Events, Exhibitions, Conferences (wef. Nov 18th, 2021), Freedom Fighters (under research project), Indian Muslims in World War I and II (wef. July 09th, 2022), Leaders, Martyrs of the Nation, , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Patna, BIHAR :

Patna :

In an era of unprecedented majoritarian ascendance and anti-Muslim hatred, Bihar Collective, a platform of intellectuals and activists, has brought out a booklet highlighting the contribution of eminent Muslims in making the modern Bihar in the last 200 years.

The booklet titled Remembering Muslim Makers of Modern Bihar has been compiled and edited by renowned academician and writer Prof. Mohammad Sajjad on the initiative of Bihar Collective.

The booklet will be released at an event in Patna on Saturday (February 23).

On the occasion, a discussion will also be held with Prof Faizan Mustafa, Vice Chancellor, NALSAR University of Law, Hyderabad; Prof Vivek Kumar, JNU, New Delhi; and Prof Mohammad Sajjad, AMU, Aligarh as panelists.

A Brief about Booklet:


Pre-empting a reasonable question about the title of the booklet, Prof Sajjad, who has compiled and edited it, writes in its preface: “A simple and obvious question that may readily arise is: why only Muslim makers of modern Bihar? Why not others too? This is indeed a valid and pertinent question.”

Responding to the question, he further says: “Candidly put, this is because of an unprecedentedly menacing rise of majoritarianism, bigotry, and anti-Muslim hatred, with open support of the state.

The Muslim identities are ominously threatened. There are also unabated attempts to dilute (or even take away) whatever little accomplishments have been made by the forces of social justice and secularism.

Only the Muslim segment however is threatened by the jingoist, exclusionary, violent nationalists, to be thrown out to another country. As if the other country is a dustbin, owned by these bigots, into which they can throw away everything they dislike! As if only the religious majority constitutes the nation! Notably, these jingoists had aligned with the British and had stayed away from the national movement.”

“Muslim contributions in the nation-making (and in the freedom movement) remain under-acknowledged, forgotten or even omitted. Erasure of their histories and memories seem to have become even more pronounced and vociferous, now, than ever before…The Bihar Collective therefore decided to compile a short profile of these inspiring role models, history-makers…This is small and humble step towards retrieving and restoring the nationalist provincial pantheons bearing Muslim identities,” says Prof Sajjad.

He, however, admits that the list of Muslim heroes of Bihar given in the booklet is not exhaustive as “…many have been left out essentially because of lack of documentations and researches. Not many have left their own accounts/memoirs; the available memoirs/accounts have not written much about all the personalities. In many cases, even otherwise “resourceful” descendants and/or associates of the history-makers have not been able to provide us with adequate (and credible/verifiable) details.”

Prof Sajjad hopes this small exercise may lead to some big academic work on these history-makers. “In short, this kind of venture may be said to be an ongoing exercise. This effort may hope to open up (and obtain) more details about such history-makers and would also get to know about many more of such peoples and processes, we failed to include here in this hastily prepared tiny volume, amidst constraints of resources and time.”

Names of Muslim Makers of Modern Bihar Mentioned in Booklet:
1. Syed Imdad Ali (d.1886]
2. Khuda Bakhsh (1842-1908)
3. Syed Amir Husain (1843-1910)
4. Imdad Imam Asar (1849-1934)
5. Shah Badruddin(1852-??)
6. Syed Ali Bilgrami (1853-1911)
7. Rasheed-un-Nesa (1855-1926)
8. Syed Noorul Huda (1855-1939)
9. Justice Syed Sharfuddin (1856-1921)
10. Shaikh Gulab (1857-1920)
11. Sarfaraz Husain Khan (1860-1931)
12. Maulana Mazharul Haque (1866-1930)
13. Batakh Miyan Ansari (1867-1957)
14. Sir Fakhruddin (1868-1933)
15. Syed Ali Imam (1869-1932)
16. Syed Hasan Imam (1871-1933)
17. Salahuddin Khuda Bakhsh (1875-1931)
18. Shafi Daudi(1875-1949)
19. Khwaja Md. Noor(1875-??)
20. Abdul Wadood (d.1955)
21. Syed Abul Hasan (1878-1960)
22. Sir Sultan Ahmad (1880-1963)
23. Maulana Sajjad (1880-1940)
24. Pir Mohammad Munis (1882-1949)
25. Abdul Bari (1882-1947)
26. Syed Sulaiman Nadvi (1884-1953)
27. Mohammad Yunus (1884-1952)
28. Shah Md. Zubair (1884-1930)
29. Syed Abdul Aziz (1885-1948)
30. Zubaida Begum Daudi (1886-1972)
31. Syed Tafazzul Karim (1886-1964)
32. Mr. Mohammad Shafi (1888-1955)
33. Qazi Ahmad Husain (1889-1961)
34. Dr. Syed Mahmud (1889-1971)
35. Ali Husain Aasim Bihari (1890-1953)
36. Shah Mohammad Umair (1894-1978)
37. Abdul Ahad Mohammad Noor (1894-1975)
38. Hakeem Md. Kabiruddin (1894-1976)
39. Maulana Usman Ghani (1896-1977)
40. Manzoor Ahsan Aijazi (1897-1969)
41. Shah Md Ozair Muni’mi (1899-1961)
42. Maghfur Aijazi (1900-1966)
43. Syed Jafar Imam (1900-1965)
44. Syed Badruddin Ahmad (1901-1983)
45. Mohammad Tahir (1903-???)
46. Syed Jafar Imam (1903-1979)
47. Syed Fida Husain (1904-80)
48. Abdul Qaiyum Ansari (1905-1974)
49. Wajihuddin Minhaji (1907-1984)
50. Syed Md. Aiyub (1910-1964)
51. Abdul Sami Nadvi (1913-????)
52. Abul Hayat Chand (1914-1958)
53. Ahad Fatmi(1915-1980)
54. Zawwar Husain (1916-80)
55. Shafiqullah Ansari (1917-1980)
56. Shah Mushtaq Ahmad (1917-2002)
57. Abdul Ghafoor (1918-2004)
58. Col. Mahboob Ahmad (1920-1992)
59. Taqi Raheem (1920-1999)
60. Zahra Daudi(1923-2003)
61. Shakoor Ahmad (1924-1981)
62. Syed Hasan (1924-2016)
63. Yunus Lohia (1925-2019)
64. Ghulam Sarwar (1926-2004)
65. Syed Shahabuddin (1935-2017)

A Brief about Author:


Prof Mohammad Sajjad teaches late-colonial and post-independent Indian history at the Centre for Advanced Study in History, Aligarh Muslim University. He has written several books including Muslim Politics in Bihar: Changing Contours; and Contesting Colonialism and Separatism: Muslims of Muzaffarpur since 1857.

His articles are published in reputed academic journals from Routledge, Sage, EPW etc. and also in anthologies from the Oxford University Press and Cambridge University Press.

Bihar Collective:
It is a platform of artists, intellectuals, journalists and activists to promote diversity, pluralism and constitutional values. It aims at bridging the gap between people working in various fields such as media, culture, law, science, arts, human rights, gender equality, films, music, etc.
Email: biharcollective@gmail.com
Facebook: https://www.facebook.com/biharcollective

source: http://www.indiatomorrow.net / India Tomorrow / Home> Society / by India Tomorrow / February 21st, 2019

Role of North Indian Muslims in Partition; Ather Farouqui picks holes in that largely held belief

Uncategorized, , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

INDIA :

Urdu periodicals, with their dwindling readership, often showcase uninspiring articles, predictable poetry, and pedestrian fiction.

Amidst mediocrity all around, there exists a pressing need for thoroughly researched and academically rigorous articles that challenge erroneous, yet widely accepted notions about the world around us.

Some literary journals, including Bunyad (Lahore), Urdu Adab (Delhi), Isbaat (Mumbai), and Istefsaar (Jaipur), go beyond what common sense dictates. The latest issue of Urdu Adab, a quarterly publication of Anjuman Tarraqi Hind, bears testimony to this, as its content stimulates the intellect of its readers with a sense of exuberance.

The astutely edited journal by Ather Farooqui features three equally incisive and thoroughly researched articles on the much-maligned role of North Indian Muslims during the Partition, Madrassa students and understanding literature, and Namwar Singh’s tirade against Urdu. Unlike other run-of-the-mill literary journals in Urdu, the journal focuses on the dynamics and politics of language, which refers to the social and political implications of language use and the power dynamics inherent in cultural discourse. Also, it explores consequential questions related to culture and social consciousness. The influence of language on identity and the power dynamics inherent in cultural discourse also come under scrutiny in enriching academic discourse.

The overwhelming support of Muslims in the United Province for the Muslim League in the 1946 assembly elections, which was a sort of referendum on the partition issue, is often regarded as a truism; however, it does not sit well with veteran journalist and author Anil Maheshwari. Urdu Adab presents an article by him, “Support of Muslims for the Formation of Pakistan: A Distorted History: in light of the results of the decisive assembly elections in UP in 1946. Anil’s article, based on archival research, challenges the commonly held belief that the 1946 elections were a clear mandate for the Muslim League. He marshals many pieces of credible evidence that deflates the myth and suggests a more valid interpretation of the results.

Joining Ayesha Jallal (1994) and Christopher Jafferlot (2015), as well as a plethora of celebrated historians, Anil points out that Muslims in the United Province Assembly elections of 1946 did not vote overwhelmingly for the Muslim League. Voters comprising only 5% of the Muslim population cast their votes for the Muslim League, according to the official report of the 1946 elections. Placing the 1946 elections in the context of the universal adult franchise, he points out that only 3% of Indians could vote for the central assembly, while in the provincial assemblies, only 13% were allowed to vote. The article appeared in a reputed periodical, Economic and Political Weekly, laced with incisive interpretation, cogently concludes, “Had the partition of 1947 not occurred, Muslims would have constituted approximately one third of the population of an undivided Indian subcontinent. This demographic would have secured a majority in three to four states, providing them with a substantial and equitable stake in the political framework.”

A promising historian, Muhammad Sajjad, in his perceptive book on Muslim politics in Bihar, also connotes the same conclusion.

With an occasional rhetorical flourish, Anil inveighs against left historians for perpetuating this sort of falsehood.

Irfan Habib, Mazharul Hasan, and Bipan Chandra, too, did not place the onus entirely on Muslims, and HM Serwai’s book, Partition of India: Legend and Reality, provides an alternative understanding.

The article is supplemented with a stimulating critique by Sadaf Fatima, who holds the view that our reputed historians have glossed over the facts, thereby fostering anti-Muslim discourse. One tends to agree with the opinion that Indian Muslims got closely associated with Pakistan. The author seems too harsh when she accuses left historians of holding Jinnah mainly responsible for the partition, as they took Nehru’s side for personal interests.

It is a rare occurrence in Urdu periodicals for an article to spark such a polemical debate as Sadaf Fatima’s piece on madrassa graduates and the teaching of Urdu at universities. There is no denying the fact that most of the Urdu faculty at various universities are the product of oriental syllabi, who lack even rudimentary literary and aesthetic indoctrination. Curiously, the Madrassa’s students get admitted to a postgraduate course in Urdu literature. Sadaf Fatima makes this point pertinently and asserts, “It is incontestable that students are well short of foundational awareness about literature who join university as a postgraduate student of Urdu or opt for Urdu as an optional subject at the graduate level after graduating from a madrasa. Urdu literature does not appear in the syllabi of the madrassas. Urdu literature draws its sustenance from a literary culture that is composed of several local cultures and linguistic practices, reflecting centuries of shared heritage.

A student joining a madrassa at the age of 7 or so has no inkling of the cultural ethos of Urdu, which exists in his milieu.” Her cognate observation sparked controversy, and a smear campaign was launched against her and the editor, Ather Farooqui. Some well-meaning authors and journalists, including Ashar Najmi, Shakeel Rasheed, and Masoom Moradabadi, saw reason in her arguments. It is perplexing to see many vituperative postings on social media.

The author, while expressing deep concern for madrassa-educated students occupying positions in Urdu departments, made it clear that the solution does not lie in prohibiting their direct admission to courses in Urdu literature. There is an urgent need to equip students with literary and aesthetic sensibilities when they join the courses.

An exclusive section is devoted to the politics of the Urdu language, featuring two articles: “Three Language Formula” by Ahter Farooqui and a translation of “Basi Bhaat mein Kuda ka Sanjaha” by the prominent Hindi critic Namwar Singh. An avant-garde Hindi journal, Hans, published Namwar’s highly unreasoned and zealous article in 1987, and Athar Farooqui produced its Hindi text with the translation. In the introductory note, the editor points out that it unfailingly lays bare deep-seated venom against Urdu. Despite being committed to a shared linguistic and cultural legacy, Namwar Singh was bent upon declaring modern Hindi a separate language and restricting Urdu to Muslims only. It is the first instance when a cardholder Marxist critic launched a tirade against Urdu. The editor picked up many holes in the article; this aside, it has the traces of Namwar Singh’s speculative intelligence.

Ather Farooqui spelt out the contours of the three-language formula without taking recourse to official jargon and statutory regulations. An accomplished translator, Arjumand Ara produced an excellent translation of Ralph Russel’s insightful and detailed article on the Problems of Urdu and Urdu Organisations after the partition. Feedback on Russell’s article is also included.

Ather Farroqui deserves accolades for bringing out such an intellectually stimulating function.

source: http://www.siasat.com / The Siasat Daily / Home> Opinion / by Shafey Kidwai / June 21st, 2025

Abdul Raheem Khan: A silent champion of Urdu

Arts, Culture & Entertainment, Education, , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

TELANGANA :

Hyderabad: 

In his passing away, Hyderabad has lost not just a good educationist, an able administrator but a great champion of Urdu cause. No wonder the death of Dr. Abdul Raheem Khan, former Principal, Urdu Arts College, has plunged Urdu lovers into grief and left Urdu circles shell-shocked. Khan leaves behind two sons, a daughter and a legion of Urdu aficionados teary-eyed.

Over the years the soft spoken Khan became synonymous with Urdu and the Urdu Hall, Himayatnagar where he worked till the very end. He spent his entire life in this campus, joining the Urdu Arts College as a commerce lecturer in 1973 and retiring as its principal in 2006. But he contributed a lot for the propagation and preservation of Urdu as the general secretary of Anjuman-e -Tarqqi Urdu Telangana and Andhra Pradesh.

Khan touched many lives and moulded students looking for quality education. Quiet, firm and unrelenting in pursuit of causes dear to him, his death the other day following a brief illness, brought the curtains down on a multifaceted career. The crowded Urdu Hall on Sunday indicated his popularity. A large number of professors, teachers, students and Urdu lovers turned up to pay their respects at the condolence meeting organised here. ‘Ustad-e-mohtaram’ was how many chose to address him. He encouraged many of his students to take up teaching professions and gave breaks to the struggling ones. Dr. Nikhat Ara Shaheen recalled how Khan engaged her services for teaching of Urdu even though there was no vacancy. “I will miss him every day of my life”, she remarked.

Usually teachers do not make good administrators. But Khan begged to differ. His administrative skills came to the fore when he took up the affairs of the Anjuman-e-Taraqqi Urdu and management of the Urdu Hall. Though a commerce teacher basically, he strove to promote the Urdu language. He took the initiative of organising free Urdu classes during the summer vacations. Khan also organised budget discussions in Urdu to explain in simple terms a dry subject like budget. Under the title ‘Apne mulk aur budget ko janiye’, every year a lecture was organised at the Urdu Hall. Prof. Masood Ahmed, a management expert, explains the nitty-gritty of the Union budget within a week of its presentation.

As Prof. Majeed Bedar says, Khan remembered the past, worked for betterment of the present and meticulously planned for the future. No wonder he left his mark of excellence in whatever he did. It speaks about his honesty and integrity that he never misused his office position. He spent from his pocket to treat visitors who came to meet him. His colleague of several years, Zahoor, says he still has about Rs. 3000 given by Khan to arrange tea and snacks for people who come to meet him.

Though the vacuum created by his departure is difficult to be filled, the successor of Abdul Raheem Khan should be one who should carry forward the mission of Urdu so dear to him, said many including senior advocate, Ghulam Yezdani, who is also the president, Anjuman-e-Taraqqi Urdu.

source: http://www.telanganatoday.com / Telangana Today / Home> Hyderabad / by J S Ifthekhar / May 09th, 2022

Taxi Driver’s Daughter Iqra Wins Gold Medal in Maharashtra Medical Exams

Amazing Feats, Education, Education - Gold Medallists, Toppers, Merits, Achievers (wef. June 12th, 2023), Women/Girls(since May26-2021), , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Nashik, MAHARASHTRA :

A Muslim girl from Nashik tops the university in audiology and speech therapy, thanks to hard work, parental support and help from MESCO Educational Trust

New Delhi / Mumbai :

A young Muslim girl from a low-income family in Nashi has brought pride to her community by topping her university exams. Ansari Iqra Marzban, daughter of a taxi driver, secured the highest marks in the audiology and speech therapy course at the Maharashtra University of Health Sciences (MUHS). She was awarded the gold medal for her outstanding performance.

“I had never imagined I would be the university topper. It’s only because of my parents’ duas (prayers) and the help I received that I reached here,” Iqra told Clarion India over the phone.

Iqra comes from a simple home where her father, Marzban Ansari, drives a taxi to support the family. Despite financial struggles, Iqra worked hard and refused to give up on her dream of becoming a medical professional.

She completed her SSC from Anjuman Islam Begum Sharifa Kalsekar Girls English High School and her HSC from Peace Science College in Dadar. Though she failed to clear the NET entrance exam on her first try, she did not lose hope. On her second attempt, she scored 486 marks and gained admission to Topiwala National Medical College (Nair Hospital) in Mumbai.

Her father was overcome with emotion when he learned of her success.

“I had tears in my eyes when I heard she topped the university. We couldn’t afford the course, but Iqra insisted on continuing her education. She’s our pride,” he said.

Iqra’s achievement also shows the silent but strong role of Muslim organisations that help students in need. After getting admission, Iqra faced a major problem — a lack of funds for her studies. That is when MESCO Educational Trust came forward and paid for all her education expenses.

“I had lost hope, but when MESCO came forward, it felt like Allah had opened a door for me,” Iqra said with emotion.

A MESCO official said, “Iqra is one of hundreds of students we help every year. Her achievement proves that with a little help, our children can do wonders.”

Iqra scored 950 out of 1,200 marks in her first and second semester exams — the highest in the state. She received the gold medal and praise from her teachers and classmates alike.

Dr Shaikh Aamir, a faculty member at Nair Hospital, said, “Iqra is a dedicated and humble student. Despite all odds, she kept performing well in class and in exams. We’re proud to have her.”

Iqra’s story is important at a time when Muslims often face discrimination or are shown negatively. Her success proves that Muslim girls can do well when they get the right support.

Iqra had a message for other girls facing struggles: “Don’t give up. Work hard, pray regularly, and look for help from the right places. Allah will make a way.”

She also said more awareness is needed about support systems in the Muslim community. “Many people don’t even know that groups like MESCO are ready to help. Our people should come forward and ask for help when needed,” she added.

Prof Azra Fatima, a social activist and educationist, praised Iqra’s success. “Iqra’s victory is a strong reply to those who say Muslim girls are not interested in education. It’s not interest that’s lacking, it’s opportunity.”

Now, Iqra plans to continue studying and work in speech therapy to help children with speech problems. But for many, her biggest achievement is the inspiration she gives to other Muslim girls.

“We didn’t have money, but we had faith. And today that faith has brought us respect,” said her father.

Iqra’s gold medal is more than a personal victory. It is proof of what Muslim youth can achieve with faith, family support, and community help.

source: http://www.clarionindia.net / Clarion India / Home> Editor’s Pick> India> Indian Muslims / by Mohammad Bin Ismail / June 19th, 2025

A Madrasa Like No Other: Inside India’s First Inclusive Madrasa for the Deaf, Mute and Blind

Amazing Feats, Community Involvement / Social Issues, Education, , , , , , , , , , , , , , , , , , , , , , , , ,

Pune, MAHARASHTRA :

Students at Jamia Abdullah Ibne Umme Maktoom, India’s first inclusive madrasa for differently-abled children in Pune, Maharashtra, walk in a queue as they enter the Vision School campus. The madrasa provides free Islamic and contemporary education to mute, deaf and visually impaired students from 17 states across India.

In Pune, Maharashtra, Jamia Abdullah Ibne Umme Maktoom offers free Islamic and contemporary education to mute, deaf, and blind children from across 17 states—proving that disability is no barrier to dignity, faith, or ambition.

Pune (Maharashtra): 

In a small park in Maharashtra’s Pune, on a Thursday morning in May, a group of well-dressed uniformed students stood barefoot, wearing white skull caps. Many of them were mute or visually impaired. As the national anthem played in the background, the students stood in solemn attention, while others – mute and deaf – used sign language to express the lyrics. It turned the moment into a display of patriotism and unity.

This is the usual beginning of the day at Jamia Abdullah Ibne Umme Maktoom (a religious seminary in Pune), where hundreds of mute, deaf and blind students receive free Islamic and contemporary education.

“It took us years to convince families of the importance of education for their special children,” says Nayeem Ahmad Qasmi, a secretary of the madrasa.

The institution was founded in 2013 with only two children with the vision to uplift differently abled children from across India through inclusive education.

According to the Census of 2011, approximately 2.2% of the population, around 26.8 million people, were identified as living with disabilities.

Female students at Jamia Abdullah Ibne Umme Maktoom in Pune, Maharashtra, offer prayers during school hours. The madrasa currently educates over 70 differently-abled girls – many of whom are mute, deaf or visually impaired – providing them with a safe and inclusive environment for both Islamic and contemporary learning.

Unfortunately, many families abandon differently abled children or keep them confined at home – considering them a burden.

“It is the duty of every person to support differently abled children so they can prove their capabilities,” he adds.

Many students come from rural areas in different states, where families often do not know the value of education or the opportunities available to them.

“Before coming to Jamia, I did not know anything about Islamic and contemporary education,” says 18-year-old Rehan Saleem from Jalgaon in Maharashtra.

Many students have received opportunities to present their skills on different platforms across India. Several have represented their school and secured positions in various sectors.

“By the grace of God, I have completed the Hifz-e-Quran (memorisation of the entire holy Quran) at this Jamia and got the opportunity to perform Umrah,” says Rehan.

Students at Jamia Abdullah Ibne Umme Maktoom in Pune attend a classroom session where they receive both Islamic and contemporary education, guided by their teacher.

Today, the Jamia hosts 210 mute, deaf and blind students from 17 states across India. The seminary provides free education from Grade 1 to Grade 12, including subjects like science, computers, Islamic studies and advanced education.

Many students have gone on to study at various universities and colleges. For those unable to attend in person, the madrasa has launched an online education programme. Children here are provided with education, food, accommodation and even uniforms free of cost.

“Our mission is to see these children represent the country on every platform one day,” says Qasmi.

Despite the struggle, they have succeeded in building a thriving institution. In 2021, the madrasa launched separate sections for mute, blind and deaf women to ensure inclusive learning environments. Women’s education is just as important as men’s, and this initiative reflects that commitment.

Mubashira Sadiya Khan, who teaches specially abled girls at the madrasa, says, “Women’s education is equally important as male education. These girls are usually occupied with household work at their homes, but we are giving them better education and showing them the purpose of life.”

A young visually impaired student sits attentively in class, beside a Braille slate and stylus used for writing. At Jamia Abdullah Ibne Umme Maktoom, visually impaired children are given tools and support to receive religious and formal education in an inclusive environment.

Since safety is a major concern for women in the country, the madrasa has provided separate rooms for them, with all female helpers to ensure a secure learning environment.

Mubashira adds, “Usually, women are not safe in the country, but here we have created a safe space where they can learn and grow with confidence.”

Despite progress in education, children with disabilities in India often remain invisible – excluded from schools, denied opportunities and treated as burdens. Many end up begging or isolated at home, not by choice, but because society offers them no alternatives.

“We often see them begging on the roads, not because they want to, but because the society has failed to give them a chance,” says Qasmi.

Students in uniform attend class at Jamia Abdullah Ibne Umme Maktoom in Pune, where multiple sessions are held simultaneously in a shared hall to support inclusive learning.

The Jamia has been working to ensure that students with disabilities receive quality education, access to proper infrastructure and opportunities to engage in play and creative activities on campus. Its vision is to provide them with equal opportunities so they can compete and thrive like any other student.

“Our goal was simple – give them dignity, knowledge and a future,” Qasmi explains.

The Jamia is already offering digital learning tools, smart boards and inclusive facilities to ensure that the students receive a modern and accessible education. The institution continues to innovate and expand its reach through technology and tailored teaching methods.

“We have introduced smart boards, digital tools and inclusive classrooms because every child no matter their ability deserves access to quality, modern education,” says Qasmi.

In the current political climate in India, the Muslim community has often been portrayed in a negative light, and madrasa education is frequently misunderstood or dismissed. Despite these challenges, Jamia Abdullah Ibne Umme Maktoom continues to provide quality Islamic and contemporary education to differently-abled children, aiming to empower them with knowledge and confidence.

source: http://www.twocircles.net / TwoCircles.net / Home> Disability / by Suhail Bhat, TwoCircles.net / June 21st, 2025