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My warm thanks to Sandy and David for their intellectual inspiration and support, to the many participants of the colloquia for feedback on individual papers and chapters, and to the AIIS for the grant that allowed me to begin fieldwork at the madrasa in Shahjahanpur, Uttar Pradesh, India, in * Republished with permission of Brill Academic Publishers from: Usha Sanyal. Simultaneously, my receipt of an American Institute of Indian Studies (AIIS) Senior Short-Term Research Fellowship in 2012–13 gave my project its current comparative character. At their invitation, I attended a monthly South Asia colloquium in the Research Triangle area of North Carolina from 2010 to 2017. Many years later, in 2015, I published a paper about my ‘virtual ethnography’, a modified version of which appears as Chapter 6 in this volume.* The project grew thanks in large part to the encouragement of Sandria Freitag and David Gilmartin of North Carolina State University, USA. Thus began my four-year association as a student with Al-Huda. I was not teaching at the time, had a high schooler and a middle schooler at home, and relished the idea of reading and studying the Qur’an with knowledgeable teachers. It began modestly when, in 2009, I first heard of Al-Huda online classes and decided to register as a student.
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This project has been many years in the making.
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List of classes and subjects taught at Jami‘a Nur al-Shari‘at (June 2012) Syllabus of Madrasa Jami‘at al-Salehat, Rampur, ‘Alima Level (June 2013) Syllabus of Madrasa Jami‘at al-Salehat, Rampur, Fazila Level (June 2013) Madrasatul Niswan, Delhi (2003) To my mother, Vina Sanyal, in loving memory and to all the Muslim girls and women who are the subjects of this bookįigures 1.1 Female literacy in UP versus the rest of India 1.2 Male literacy in UP versus the rest of India 1.3 Girls’ hostel built around an open square, Jami‘at al-Salehat 1.4 New classroom building, Jami‘at al-Salehat 1.5 Kindergarten students, Jami‘at al-Salehat 2.1 Shahjahanpur district map 2.2 Abbreviated genealogical tree of Ahmad Raza Khan and his descendants 3.1 Inside of the madrasa (old location), showing classrooms leading off a courtyard and stairs (June 2012) 3.2 Students in one of the classrooms of the old building, reviewing their lessons for exams 3.3 Students listening to a senior student relate a Hadith during morning assembly 4.1 Madrasa students performing morning exercises 4.2 Day students park their bicycles in the school courtyard during school hoursĤ.3 Computer lab at the Islamic public schoolĨ.1 Entrance to Al-Huda Institute, Mississauga, Canada 8.2 Classroom in Al-Huda Institute, Mississauga, Canada Typeset in ScalaPro 10/13 by The Graphics Solution, New Delhi 110 092 Printed in India by Rakmo Press, New Delhi 110 020 You must not circulate this work in any other form and you must impose this same condition on any acquirer. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the addressabove. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the appropriate reprographics rights organization. First Edition published in 2020 All rights reserved. Published in India by Oxford University Press 22 Workspace, 2nd Floor, 1/22 Asaf Ali Road, New Delhi 110 002, India © Oxford University Press 2020 The moral rights of the author have been asserted. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. SCHOLARS OF FAITH South Asian Muslim Women and the Embodiment of Religious Knowledgeġ Oxford University Press is a department of the University of Oxford.