What TV doesn't, print can't; we deliver.
What TV doesn't, print can't; we deliver.
I write this article not merely as a recounting of personal experiences but as a testament to a larger concern—a concern for the collective future of our new generation. It is a reflection on the shaping of young minds, where educational institutions wield immense influence, and the implications of their teachings resonate far beyond the classroom walls.
The very essence of education lies in nurturing diverse thoughts, fostering critical thinking, and preparing individuals for a world that thrives on unity in diversity. However, the institution I encountered stood in stark contrast to these foundational principles. Instead of embracing the richness of India’s cultural tapestry, it seemed designed to systematically implant one culture and suppress all others.
This prevailing mindset, perpetuated by certain educational systems, poses a formidable threat not only to the individual growth of students but also to the cohesive fabric of our nation. India, a land that cherishes its unity amidst diversity, faces a perilous challenge when educational institutions function as vehicles of cultural indoctrination rather than enlightenment.
When I joined the school, I was thrilled. It was a job and a chance to study after work. But the excitement faded quickly. The staff wore hijabs, performed daily prayers, and focused more on Islamic teachings than modern subjects. I stood out, the only teacher without a hijab, amid a classroom where girls knew little about science but everything about Islamic culture. It was a world of contrast I hadn’t anticipated.
The clash of cultures hit hard as I stepped into the school. My upbringing, filled with the embrace of nature, compassion for all beings, and an open-minded view of the world, stood at odds with the atmosphere surrounding me. Growing up in a household that prioritised kindness over religious customs, and having studied in a diverse school that welcomed all religions, I believed in unity and acceptance. However, my optimism was shaken as I encountered a starkly different reality within the walls of this new workplace, leaving me deeply shocked and disheartened.
In an attempt to understand my students personally, I organised a game asking them to write a few lines about their dreams and aspirations. Among the slips of paper, I found common dreams of becoming doctors, typical for Indian students. However, one note stood out—Mariya Rehman, a bright student, wished to become an officer. Yet, her family’s orthodox beliefs confined her aspirations. She confided in me, sharing her struggle with anxiety, unable to express her feelings to anyone. Witnessing her plight made me question my own identity as a Muslim.
Another incident shook me to the core. Aynaa Khan, a 12-year-old student, participated in the school program against her father’s strict orders on Independence Day. She tearfully pleaded with me not to share the programme photos with her father. Aynaa’s life was tragic; her family had shaved her head as a form of punishment for not complying with their strict standards. At 12, she wore the hijab constantly, her father dictating her every move. This emotional encounter struck a chord within me, driving me to pen down these thoughts and experiences.
Aynaa Khan’s family not only subjected her to severe punishment by shaving her head, deeming her appearance unacceptable, but they also staunchly opposed her pursuit of education beyond the 10th standard, hindering her academic growth and aspirations.
These incidents deeply challenged my perceptions of the restrictions imposed by orthodox beliefs, especially concerning the aspirations and freedoms of young girls. The contrast between their dreams and their reality was stark, raising profound questions about societal norms, individual choices, and the broader implications of such cultural practices.
Furthermore, my own upbringing as a Muslim came into stark contrast with the environment I witnessed in this school. In my family, we celebrated various religious and cultural festivals – Holi, Diwali, Christmas, and Eid – embracing the diversity of India’s cultural fabric. However, in the school, students lacked interest in exploring or celebrating other cultures, often perceiving it as sinful. This sharp contrast troubled me deeply, highlighting the importance of cultural acceptance and understanding.
I’ve come to realise that both family and school serve as the primary educators for children. If both institutions solely emphasise a particular religion, it inhibits students’ understanding and acceptance of other faiths. In a country like India, where unity stands as a foundational value, this limitation in exposure to diverse cultures within educational settings can hinder the development of an inclusive society.
Reflecting on these experiences, it’s evident that educational institutions like the one I worked in play a pivotal role in shaping young minds. However, the emphasis on religious teachings over holistic education and the imposition of restrictive cultural norms stifle the potential of these students. It begs the question of why the government grants permission to establish Anglo-Arabic schools that indirectly prioritise self-interest over the comprehensive development of students in science, sports, and other curriculum areas.
In my view, education should empower individuals, regardless of gender or religious beliefs, to pursue their passions and contribute meaningfully to society. There is a pressing need for a more inclusive educational approach that respects individual choices, encourages critical thinking, and promotes a diverse range of aspirations. We must advocate for educational reforms that prioritise a balanced and progressive curriculum, fostering an environment where young minds can flourish without the constraints of orthodox norms.
My experiences in this school have instilled in me a deeper conviction to advocate for a more inclusive and empowering educational system. It’s a call to action to challenge orthodox thinking, to create spaces where dreams aren’t suffocated by societal norms, and to champion education that nurtures the holistic development of every individual.
Fakhra Zafar is an Aligarh Muslim University graduate and a qualified professional with expertise in physics. Passionate about science, history, and education, with skills in soft skills training, she focuses on Indian Muslim issues.
