EXPLORING MADRASSA EDUCATION WITH REFERENCE TO CHILD RIGHTS IN PAKISTAN
Keywords:
Madrassa’s education, Child rights, Violation, EnvironmentAbstract
Education is the main pillar for the development of a country. Madrassa education systems have a sensitive and important role in Pakistan. This system produces religious leaders whom peoples follow as spiritual leaders, but the international world has different perceptions about Madrassa. The purpose of this study was to explore how Madrassa management implements the student’s rights and what are the causes of violation of student’s rights in Madrassa. This study was qualitative in nature to understand in-depth knowledge of Madrassa education phenomena. The population of the study was students and teachers of the Madrassa education system. The samples of the study were 08 students and 08 teachers of Madrassas from district Rawalpindi and a purposive sampling technique was used for the study. Data was collected personally through semi-structured interviews. The data was analyzed using the direct quotation method. The findings of the study demonstrate that Madrassa systems have limited sources and government does not own Madrassa like a public institution, so Madrassa has a lot of barriers in the implementation of children's rights. The staff of Madrassa education without professional development is the cause of violation of child’s rights. Government should provide funding and other facilities to Madrassa like public educational institutions and reforms should bring after holding the trust of Madrassa stakeholders.
References
Abu-Nimer, M., &Kadayifci, A. (2011). Human rights and building peace: the case of Pakistani madrasas. The International Journal of Human Rights, 15(7), 1136–1159. doi:10.1080/13642987.2010.535492
Abu-Nimer, M., &Kadayifci, A. (2011). Human rights and building peace: the case of Pakistani madrasas. The International Journal of Human Rights, 15(7), 1136–1159. doi:10.1080/13642987.2010.535492
Alaghmand, S., Salehi, S., & Mozaffar, F. (2017). A Comparative Study of Architecture and Content of Iran’s Schools from the Traditional Era to the Modern Era. The Scientific Journal of Bagh–E Nazar, 14, 49.
Ali, J. A., & Orofino, E. (2018). Islamic Revivalist Movements in the Modern World: An Analysis of Al-Ikhwan al- Muslimun, Tabligh Jama'at, and Hizb ut-Tahrir. Journal for the Academic Study of Religion, 31(1).
Al-Khalifa, H. (2017). The Friday Mosque of the Arabian Gulf: defining its spatial and formal languages-1975- 2010 (Doctoral dissertation, Cardiff University).
Andrabi, T., Das, J., Khwaja, A. I., & Zajonc, T. (2005). Religious school enrollment in Pakistan: A look at the data.
The World Bank.
Bassem, W. (2015) Iraqi teachers resort to abuse of students, Al-Monitor, April 17th Available at: http://www.al- monitor.com/pulse/originals/2015/04/iraq-schools-tea chers-violence-students-beating-video.html
Bradley, T., &Saigol, R. (2012). Religious values and beliefs and education for women in Pakistan. Development in Practice, 22(5-6), 675–688. doi:10.1080/09614524.2012.685863.
Butt, T. M. (2012). Social and political role of madrassa: Perspectives of religious leaders in Pakistan. South Asian Studies, 27(2), 387.
Davies, L. (2015). Security, Extremism and Education: Safeguarding or Surveillance? British Journal of Educational Studies, 64(1), 1–19. doi:10.1080/00071005.2015.1107022.
Delavande, A., & Zafar, B. (2011). Stereotypes and madrassas: Experimental evidence from Pakistan. Dogar, N.T.(2010).Madrassa Reforms-Problems and Prospects: NDU (3) Journal, 1, (2010AD), 1
Gershoff, E. T. (2017). School corporal punishment in global perspective: prevalence, outcomes, and efforts at intervention. Psychology, health & medicine, 22(sup1), 224-239.
Guest, G., Bunce, A. and Johnson, L. (2006) How Many Interviews Are Enough? An Experiment with Data Saturation and Variability. Field Methods, 18, 59-82.
http://dx.doi.org/10.1177/1525822X05279903
Harber, C. (2015) Violence in schools: global, South African and African contexts, International Journal of Education and Development in Africa, 2 (1), 19–40.
Harber, C. (2015) Violence in schools: global, South African and African contexts, International Journal of Education and Development in Africa, 2 (1), 19–40.
Heern, Z. M. (2017). One Thousand Years of Islamic Education in Najaf: Myth and History of the Shiʿi Ḥawza. Iranian Studies, 50(3), 415-438.
Iftikhar, M.(2016). Analysis Of the Emerging Trends and Issues In Madrasah Education In Southern Punjab: Islamia University Of Bahawalpur
Imtiaz, Saba.(2011). “Madrassas: Bias or well-deserved scrutiny?” The Express Tribune http://tribune.com.pk/story/138686/bias-or-well-deserved-scrutiny/
Iqbal.S., Khanam.A., & Dogar.A.H. (2017). A comparative study of moral development of students from Private Schools and Deeni Madrassa: Journal of Research and Reflections in Education December 2017, Vol., No.2, pp 113-123http://www.ue.edu.pk/jrre
Kazmi, S. F., & Pervez, T. (2011). Socio-Economic and Cultural Perspectives of Terrorism in Pakistan and the Madrassa (Mosque) Students. International Journal of Academic Research, 3(2), 578-581.
Kefford, A. (2017). Disruption, destruction and the creation of ‘the inner cities’: the impact of urban renewal on industry, 1945–1980. Urban History, 44(3), 492-515.
Kennedy, C. H., & Botteron, C. A. (2006). Pakistan 2005. Karachi, Pakistan : Oxford University Press, 2006.
Physical Description: xii, 293
Khan, A. A. (2014). Religious Education and Identity Formation: A Case Study of Pakistan. South Asian, 75.
Khan, N. I. Q. (2020). Waqf and Development: A Study of Economic Potential of Waqf in Bhopal, Madhya Pradesh. In Challenges and Impacts of Religious Endowments on Global Economics and Finance (pp. 72- 99). IGI Global.
Khokhar, M. (2007). Reforming militant madrassas in Pakistan. Studies in Conflict and Terrorism, 30, 353-365. doi: 10.1080/10576100600932751
Metta, S. (2019). Assessment of Fee Free Education and Training Policy implementation in Dar es salaam Public Secondary Schools (Doctoral dissertation, Mzimba University).
Morse, J. (1994). Designing funded qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook for qualitative research (pp. 220-235). Thousand Oaks, CA: Sage.
Moulton,J.(2008). Madrassah education: What creative associates have learnt. Washington: Creative Associates International, Inc.
Rahman, K., & Bukhari, S. R. (2006). Pakistan: Religious education and institutions. The Muslim World, 96(2), 323.
Rahman, T. (2004). Denizens of alien worlds: A survey of students and teachers at Pakistan's Urdu and English language-medium schools, and madrassas. Contemporary South Asia, 13(3), 307-326.
Rahman, T. (2007). Madrasas: the potential for violence in Pakistan? In Madrasas in South Asia (pp. 71-94).
Routledge.
Redford, S. (2015). Intercession and Succession, Enlightenment and Reflection: The Inscriptional Program of the Karatay Madrasa, Konya.
Shah, S., Jafri, R. Z., Mobin, K., Mirza, R., Nanji, K., Jahangir, F., ... & Aziz, K. (2018). Frequency and features of nocturnal enuresis in Pakistani children aged 5 to 16 years based on ICCS criteria: a multi-center cross- sectional study from Karachi, Pakistan. BMC family practice, 19(1), 198.
Silova, I., Johnson, M. S., & Heyneman, S. P. (2007). Education and the crisis of social cohesion in Azerbaijan and Central Asia. Comparative education review, 51(2), 159-180.
Su, D., Toure, D., Do, K., & Ramos, A. K. (2019). Assessing racial and ethnic differences in attitudes towards the use of physical discipline in parenting: A mixed-methods approach. Journal of Social Service Research, 45(4), 455-465.
Vestenskov, D.(2018).The Role of Madrasas: Assessing Parental Choice, Financial Pipelines and Recent Developments in Religious Education in Pakistan and Afghanistan. [e-Book]. Copenhagen: Royal Danish Defence College. URL: http://www.fak.dk/publikationer/Pages/THE-ROLE-OF-MADRASAS.aspx
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
