উনবিংশ শতকের প্রথমার্ধে বাংলার মুসলিম সমাজে নারী শিক্ষার প্রসার ও অগ্রগতি
Volume-XIV, Issue-III, April 2026
Volume-XIV, Issue-III, April 2026 | ||
Received: 15.04.2026 | Accepted: 24.04.2026 | |||
Published Online: 30.04.2026 | Page No: 107-116 | |||
DOI: 10.64031/pratidhwanitheecho.vol.14.issue.03W.087 | ||||
উনবিংশ শতকের প্রথমার্ধে বাংলার মুসলিম সমাজে নারী শিক্ষার প্রসার ও অগ্রগতি মহ: আজাহারউদ্দিন, সহকারী শিক্ষক, পার্বতীপুর জুনিয়র বেসিক বিদ্যালয়,পশ্চিমবঙ্গ, ভারত আসানুর খাতুন, গবেষক, বিদ্যাসাগর বিশ্ববিদ্যালয়, পশ্চিমবঙ্গ, ভারত | |
Expansion and Progress of Women’s Education among the Muslim Society of Bengal in the First Half of the Nineteenth Century Md. Azaharuddin, Assistant Teacher, Parbatipur Junior Basic School, West Bengal, India Asanur Khatun, Research Scholar, Vidyasagar University, West Bengal, India | |
During the first half of the nineteenth century, Muslim women in Bengal lagged significantly behind their Hindu counterparts in every sphere of life. This disparity was primarily attributable to various regressive customs prevalent within the conservative Muslim society of the time—such as the Purdah system, Aborodh (seclusion) practices, child marriage, restrictions on widow remarriage, the Badi (female servitude) system, and the practice of Talaq (divorce). This conservative social order imposed numerous restrictions, effectively barring Muslim women from stepping into the outside world. However, beginning in the latter half of the nineteenth century, a number of intellectual women emerged within Muslim society. These educated, intellectual women gradually began to contemplate the emancipation of the women within their own community. Consequently, they subsequently stepped forward to illuminate Muslim society by championing the cause of women's education. The article titled "The Expansion and Progress of Women's Education in Muslim Society in the Nineteenth Century" attempts to demonstrate how, in colonial Bengal, Muslim women themselves emerged from the confines of the *Andarmahal* (inner quarters) to spearhead the expansion of institutional education within their community. Furthermore, they focused so intently on the transformative changes occurring within traditional Muslim society that they successfully drew women—previously confined to the inner quarters—into the realm of institutional education. Although Islam declares education to be obligatory for both men and women, women had historically been deprived of this fundamental right. Nevertheless, the light of emancipation that began to dawn upon the Muslim female community in the late nineteenth century had education as its primary source; and it was this very education that subsequently laid the foundation for their liberation in both the social and cultural spheres. | |
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