DENIZENS OF ALIEN WORLDS

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7 repetitions which, in the absence of these redeeming features, would have made the book less worthwhile than I believe it is now. Another redeeming feature is that there is a new survey of students and teachers of schools, madrassas, colleges, private universities and public universities. The socio-economic class of these respondents has been determined and questions on sensitive issues have been asked through questionnaires in Urdu and English. This is new data which should be of interest for those who want to understand how Pakistani society is divided according to class and how polarized different classes may be. It is usual to say that all mistakes are those of the author. Of course they are! But some are certainly of those who refused to cooperate; refused to give data and did not even agree to filling questionnaires and getting them filled from others. Such people and institutions make research that much more difficult. However, let me end by thanking those countless others---teachers, students, administrators---who helped me and made this book possible. Because of them one does not despair---research is possible in Pakistan. Tariq Rahman Ph. D Professor and Director, Chair on Quaid-i-Azam and Freedom Movement National Institute of Pakistan Studies Quaid-i-Azam University Islamabad
8 CHAPTER-1 INTRODUCTION There are a number of books and official reports on education. Indeed, as Pakistanis look at the increasing violence and inequality in their society, they blame the educational system. Almost all problems---increasing population, corruption, political instability, technological backwardness, feudalism, the increasing power of the coercive apparatus of the state, lack of human rights---are blamed on lack of education. Ironically, both democrats and those who do not believe in democracy, justify their analysis of society with reference to education. Those who believe in ‗benevolent‘ dictatorship (no matter what they call it) argue that in a country with so much illiteracy and such poor standards of education, it is unrealistic to expect democracy to flourish. The number of people who have made this argument include presidents Iskander Mirza and Ayub Khan and, of course, this belief is as strong now as it was earlier. Those who argue otherwise claim that formal education does not make people any more altruistic or dispassionate than the lack of it. Moreover, they add, if people are not educated that is the fault of their rulers. To further take away the power of vote is to compound the injury. Because education is such a preoccupying subject one would expect it to have been well researched. Unfortunately, that is not true. There is a plethora of data; there are repetitions of policies; there is much rejoicing about quantitative increases in schools and teachers and so on---but there is very little analysis. For instance, Umme Salma Zaman‘s Banners Unfurled (1981), which calls itself a ‗critical analysis‘ of education, gives chapters on such contentions issues as politics, the bureaucracy, language and Ayub Khan‘s regime. However, though the book has some critical remarks about specific matters, it fails to give an overall analysis in terms of an explanatory analytical concept such as power, class, ideology and so on. But Zaman‘s book is among the better studies of education in the country. Most other books tend to take a moralistic line which aims at defending the government‘s policies while talking vaguely about what ‗should be‘ rather than ‗what is‘ and, more importantly, why is it the way it is? For instance, Syed Abdul Quddus describes all aspects of the educational system of Pakistan but his analysis of ethnicity is essentially moralistic and refers to
Page 1 and 2: DENIZENS OF ALIEN WORLDS: A Study o
Page 3 and 4: 2 List of Abbreviations Glossary Pr
Page 5 and 6: 4 Jihad Madrassa Maktab Maulvi Muns
Page 7: 6 being unsupported by any institut
Page 11 and 12: 10 Another book, by Naseem Jaffer Q
Page 13 and 14: 12 Let us keep in mind that Pakista
Page 15 and 16: 14 ones. There is much new data in
Page 17 and 18: 16 quarters with the sole object of
Page 19 and 20: 18 capable of being employed in sub
Page 21 and 22: 20 (GOP 2003: 159). Examples of the
Page 23 and 24: 22 It was in this document that the
Page 25 and 26: 24 Because of such laws, academics
Page 27 and 28: 26 strengthening unity of the ou
Page 29 and 30: 28 Thus, their role in universaliza
Page 31 and 32: 30 whereas provincial government sc
Page 33 and 34: 32 Dr. Qurat began this work in 199
Page 35 and 36: 34 Thus the most representative of
Page 37 and 38: 36 Most of the 25,995,068 (GOP 2002
Page 39 and 40: 38 Class-6 Class-7 Class-8 Class-9
Page 41 and 42: 40 Conclusion: the Muslims from the
Page 43 and 44: 42 B.A (B. Ed) 16 14,099 Headmaster
Page 45 and 46: 44 abroad. Their families are conse
Page 47 and 48: 46 possible that Pakistan and India
Page 49 and 50: 48 Gender-wise Tabulation of Attitu
Page 51 and 52: 50 the madrassas and those whose pa
Page 53 and 54: 52 charge tuition ranging between R
Page 55 and 56: 54 schools, whether the administrat
Page 57 and 58: 56 Box 4.5 Average tuition fees per
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58 non-elitist schools, as we have
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60 parents of the Badin PAF Model S
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62 national language is given at be
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64 Aitchison 196 Kohat 144 Larkana
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66 Militancy Among Cadet College/Pu
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68 These figures should be taken wi
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70 Box 4.14 Tolerance Among Elitist
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72 1997 21 34 1998 20 31 Source: An
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74 children mostly speaking in Khan
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76 world. This war is represented a
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78 This fluency and spontaneity in
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80 believed—that the best ideas w
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82 English novels filling us up on
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84 The Peripatetic Tutor Arif Khan
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86 CHAPTER-5 MADRASSAS The madrassa
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88 Box 5.2 Sect-Wise Increase in th
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90 (Sharia) was the path to mystica
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92 modern subjects in some measure
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94 taught there, even now---and the
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96 controversial issues‘ (Ibid, p
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98 appalling poverty of rural, peri
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100 students and 1000 day students,
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