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Books on the topic 'Students Islamic Movement of India'
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1
Suresh, Mayur. Detrimental to the peace, integrity and secular fabric of India: The case against the Students' Islamic Movement of India. New Delhi: Centre for the Study of Law and Governance, Jawaharlal Nehru University, 2012.
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2
Indian Mujahideen and SIMI: A fact and profile of home grown Jehadi terrorist. New Delhi: Lucky International, 2013.
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3
Meraṭhī, Qamaruddīn Aḥmad Qamar. The Mahdawi movement in India. Delhi: Idarah-i Adabiyat-i Delli, 1985.
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4
Bhāskaran̲, Si. Student movement in Kerala. 2nd ed. Thiruvananthapuram: Chintha Publishers, 2003.
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5
V. Sankaran Nair. Swadeshi movement: The beginnings of student unrest in south India. Delhi, India: Mittal Publications, 1985.
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6
History of student movement in India: Origins and development (1920-1947). New Delhi: Manak Publications, 2001.
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8
Mushirul, Hasan, and Jamia Millia Islamia (India). Dept. of History., eds. Communal and pan-Islamic trends in colonial India. New Delhi: Manohar, 1985.
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9
Borker, Hem. Madrasas and the Making of Islamic Womanhood. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199484225.001.0001.
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This ethnography provides a theoretically informed account of the educational journeys of students in girls’ madrasas in India. It focuses on the unfolding of young women’s lives as they journey from home to madrasa and beyond. Using a series of ethnographic portraits and bringing together the analytical concepts of community, piety, and aspiration, it highlights the fluidity of the essences of the ideal pious Muslim woman. It illustrates how the madrasa becomes a site where the ideals of Islamic womanhood are negotiated in everyday life. At one level, girls value and adopt practices taught in the madrasa as essential to the practice of piety (amal). At another level, there is a more tactical aspect to cultivating one’s identity as a madrasa-educated Muslim girl. The girls invoke the virtues of safety, modesty, and piety learnt in the madrasa to reconfigure conventional social expectations around marriage, education, and employment. This becomes more apparent in the choices exercised by the girls after leaving the madrasa, highlighted in this book through narratives of madrasa alumni pursuing higher education at a central university in Delhi. The focus on journeys of girls over a period of time, in different contexts, complicates the idealized and coherent notions of piety presented by anthropological literature on women’s participation in Islamic piety projects. Further, the educational stories of girls challenge the media and public representations of madrasas in India, which tend to caricature them as outmoded religious institutions with little relevance to the educational needs of modernizing India. Mapping madrasa students’ personal journeys of becoming educated while leading pious lives allows us to see how these young women are reconfiguring notions of Islamic womanhood.
10
Talbot, Ian, and Tahir Kamran. Martyrs, Migrants and Militants. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190642938.003.0008.
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Chapter seven discusses the emergence of revolutionary networks in the first decade of the Nineteenth Century and the activities of leading figures and movements during the First World War. The student population of the city provided recruits for militant groups that sought to overthrow the Raj. There are case studies of the Ghadr Movement, of iconic revolutionary martyrs such as Bhagat Singh, Udham Singh and Madan Lal Dhingra and of ‘absconding’ students to the trans-border camps in Chamarkand of what the British termed the ‘Hindustani Fanatics.’ The Muslim students became involved in Obaidullah Sindhi’s jihadist struggle in 1915 and in the hijrat movement to Afghanistan of March-August 1920. Some were to replace Pan-Islamic fervour with attachment to Communism inculcated at the Communist University of the Toilers of the East.
11
Ingram, Brannon D. Revival from Below. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297999.001.0001.
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Revival from Below tells the story of the Deoband movement, one of the most important Islamic revivalist movements of the modern era. Founded in 1866 in colonial northern India, the movement has expanded globally through the establishment of seminaries (madrasas) that are similar to the original Deobandi seminary, the Dar al-`Ulum in Deoband, India. Today the Deoband movement is best known for the fact that the Taliban emerged from Deobandi seminaries in Pakistan. Because of this connection, comparatively little scholarly work has been done on other, more central, aspects of the movement. This book focuses on the movement’s efforts to regulate and shape Muslim public life, especially through its scholars’ critiques of popular devotional practices (especially celebrations of the prophet Muhammad’s birthday and Sufi saints’ death anniversaries), despite the fact that Deobandi scholars themselves identify as Sufis. The book examines how Deobandi scholars used the publication of short texts to carry out this reformist mission. It then traces how these critiques travel through Indian Muslim networks to South Africa, where they intersect with Muslim publics and politics that are markedly different from the Indian context. Accordingly, this book is the first extensive study of Deobandis beyond South Asia and of their efforts to maintain the centrality of traditionally educated Islamic scholars (the `ulama) in Muslim public life.
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Ingram, Haroro J., Craig Whiteside, and Charlie Winter. The ISIS Reader. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197501436.001.0001.
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In the wake of its "Caliphate" declaration in 2014, the self-described Islamic State has been the focus of countless academic papers, government studies, media commentaries and documentaries. Despite all this attention, persistent myths continue to shape--and misdirect--public understanding and strategic policy decisions. A significant factor in this trend has been a strong disinclination to engage critically with Islamic State's speeches and writings--as if doing so reflects empathy with the movement's goals or, even more absurdly, may itself lead to radicalization. Going beyond the descriptive and the sensationalist, this volume presents and analyses a series of milestone Islamic State primary source materials. Scholar-practitioners with field experience in confronting the movement explore and contextualize its approach to warfare, propaganda and governance, examining the factors behind its dramatic evolution from failed proto-state in 2010 to standard-bearer of global jihadism in 2014, to besieged insurgency in 2018. The ISIS Reader will help anyone--students and journalists, military personnel, civil servants and inquisitive observers--to better understand not only the evolution of Islamic State and the dynamics of asymmetric warfare, but the importance of primary sources in doing so.
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Pathania, Gaurav J. The University as a Site of Resistance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199488414.001.0001.
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Since the 1960s, universities have ignited new discourse as free speech movements, LGBT, feminism movements in the West. Universities not only served as centers of learning but also promoted resistance through critical thinking. The recent wave of student resistance in India has brought the role of the university to the forefront. The University as a Site of Resistance analyses massive protests that emerged in the aftermath of Rohith Vemula’s death in Hyderabad Central University, as well as the Azadi Campaign started by Jawaharlal Nehru University students in Delhi in 2016. Taking Osmania University in Hyderabad as a case study, the book provides an ethnographic account of the emergence of one of India’s longest student movements— the movement for Telangana statehood. Since its inception in the 1960s to its culmination in the formation of Telangana state in 2014, students at Osmania University played a decisive role. The book discusses protest strategies, methods, and networks among students. It also examines the role played by various caste and sub-caste groups and civil society in making the movement a success. The author argues that contemporary identity-based student movements are primarily cultural movements. As the traditional caste and class analysis becomes redundant to explain such contemporary collective action, the book establishes these unique resistances as New Social Movements and claim that these movements contribute to the democratization of institutional spaces. In this context, the volume provides a conceptual debate on contemporary cultural politics among university students.
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Marine, Susan, and Ruth Lewis, eds. Collaborating for Change. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071820.001.0001.
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In the midst of unprecedented attention to gender-based violence (GBV) globally, prompted in part by the #MeToo movement, this book provides a new analysis of how higher education cultures can be transformed. It offers reflections from faculty, staff, and students about how change has happened and could happen on their campuses in ways that go beyond implementation of programs and policies. Building on what is already known from decades of scholarship and practice in the United States, and more recent attention elsewhere, this book provides an interdisciplinary, international overview of attempts to transform higher education cultures to eradicate GBV. Change happens because people act, usually with others. At the heart of transformative efforts lie collaborations between faculty, staff, students, activists, and community organizations. The contributors to the book reflect on what makes for constructive, effective collaborations and how to avoid the common mistakes in working with others to end GBV. They consider what has worked to challenge the reluctance—or outright hostility—they have encountered in their work against GBV and how their collaborations have succeeded in transforming the ways GBV is considered and dealt with. The chapters focus on experiences in Canada, the United States, England, Scotland, France, and India to examine different approaches to tackling GBV in higher education. They reveal the cultural variations in which GBV occurs as well as the similarities across cultures. Together, they demonstrate that, to make higher education a safe environment for all, nothing short of a transformation is required.
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Singh, Anushka. Sedition in Liberal Democracies. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199481699.001.0001.
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Liberal democracies claim to give constitutional and legal protection of varying degrees to the right to free speech of which political speech and the right to dissent are extensions. Within the right to freedom of expression, however, some category of speeches do not enjoy protection as they are believed to be ‘injurious’ to society. One such unprotected form of political speech is sedition which is criminalized for the repercussions it may have on the authority of the government and the state. The cases registered in India in recent months under the law against sedition show that the law in its wide and diverse deployment was used against agitators in a community-based pro-reservation movement, a group of university students for their alleged ‘anti-national’ statements, anti-liquor activists, to name a few. Set against its contemporary use, this book has used sedition as a lens to probe the fate of political speech in liberal democracies. The work is done in a comparative framework keeping the Indian experience as its focus, bringing in inferences from England, USA, and Australia to intervene and contribute to the debates on the concept of sedition within liberal democracies at large. On the basis of an analytical enquiry into the judicial discourse around sedition, the text of the sedition laws, their political uses, their quotidian existence, and their entanglement with the counter-terror legislations, the book theorizes upon the life of the law within liberal democracies.