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From Sir Syed to Sachar: Muslims and Education in Rural Bijnor

Anderes Land
Publication Date
  • Social Sciences
  • Sociology
  • Anthropology
  • Education
  • Sozialwissenschaften
  • Soziologie
  • Bildung Und Erziehung
  • Muslims
  • Education
  • India
  • Bildungssoziologie
  • Pädagogische Soziologie
  • Entwicklungsländersoziologie
  • Entwicklungssoziologie
  • Makroebene Des Bildungswesens
  • Bildungsökonomie
  • Bildungspolitik
  • Sociology Of Education
  • Sociology Of Developing Countries
  • Developmental Sociology
  • Macroanalysis Of The Education System
  • Economics Of Education
  • Educational Policy
  • Indien
  • Islam
  • Muslim
  • Bildung
  • Historische Entwicklung
  • Minderheit
  • Bildungsbeteiligung
  • Ethnische Gruppe
  • Ländlicher Raum
  • India
  • Education
  • Historical Development
  • Minority
  • Participation In Education
  • Ethnic Group
  • Rural Area
  • Economics
  • Education


Microsoft Word - From Sir Syed to Sachar IJSS.doc From Sir Syed to Sachar: Muslims and Education in Rural Bijnor Jeffery, Patricia; Jeffery, Roger; Jeffery, Craig Veröffentlichungsversion / Published Version Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Jeffery, Patricia ; Jeffery, Roger ; Jeffery, Craig: From Sir Syed to Sachar: Muslims and Education in Rural Bijnor. In: Indian Journal of Secularism 11 (2007), 2, pp. 1-35. URN: Nutzungsbedingungen: Dieser Text wird unter einer CC BY Lizenz (Namensnennung) zur Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden Sie hier: Terms of use: This Dokument is made available under a CC BY Licence (Attribution). For more Information see: . Indian Journal of Secularism, 11(2): 1-35 1 From Sir Syed to Sachar: Muslims and Education in rural Bijnor1 Patricia Jeffery, Roger Jeffery and Craig Jeffrey∗∗∗∗ Introduction The publication of the Sachar Committee report in late 2006 marked a watershed in discussions of the position of Muslims in contemporary India. For one thing, the report showed that Muslims in contemporary India are, on the whole, worse off than OBCs: for instance, in regard to levels of poverty, living conditions, access to secure and well-paid employment and achievements in the field of formal education (Sachar, 2006: 237). But on some indicators, and in some States (particularly the large Muslim-minority States of West Bengal, Bihar, Uttar Pradesh and Assam) ‘the situation [of Muslims] is particularly grave’ (Sachar, 2006: 237). In addition, the report draws attention to many misconceptions in the public understanding of aspects of Muslim everyday life in India, for example by noting the relatively small proportion of Muslim children who rely wholly on madrasahs for their formal education. Nonetheless, the deta

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