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: | |||
DOI: 10.64031/pratidhwanitheecho.vol.14.issue.03W. | ||||
উনবিংশ শতকের প্রথমার্ধে বাংলার মুসলিম সমাজে
নারী শিক্ষার প্রসার ও অগ্রগতি
আসানুর খাতুন, গবেষক, বিদ্যাসাগর বিশ্ববিদ্যালয়,
মহ: আজাহারউদ্দিন, সহকারী
শিক্ষক, পার্বতীপুর জুনিয়র বেসিক বিদ্যালয় | |
Expansion and Progress of Women’s Education among the Muslim Society of Bengal in the First Half of the Nineteenth Century Asanur Khatun, Research Scholar, Vidyasagar University, West Bengal, India Md. Azaharuddin, Assistant Teacher, Parbatipur Junior Basic School, 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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