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This thesis examines educational reforms initiated by British colonial officials in late nineteenth/early twentieth century India and the responses they ensued from Indian Muslim reformers. Focusing on the "woman question," British colonizers came to the conviction that the best method to "civilize" Indian society was to educate women according to modern Western standards. Muslim reformers sought to resolve the "woman question" for themselves by combining their own ideologies of appropriate female education with Western ones. Muslim reformers were also deeply concerned with the disappearance of Islamic identity owing to colonial educational policies. Reformers placed the responsibility of maintaining Islamic culture on the shoulders of women so as to both resolve the debate over the proper place of women in society and retain a distinct Islamic identity in the changing Indian context. This resolution limited Indian Muslim women's access to education as well as their participation in Indian society at large.

This thesis is a comparative study of the educational reforms initiated by the Aligarh and Muhammadiyah movements in India and Indonesia respectively. It covers three main points: Ahmad Khan's and Ahmad Dahlan's educational philosophy; the educational system of the Muhammadan Anglo-Oriental College (MAOC) and Muhammadiyah schools; and the impact of the educational reforms of the two movements to Muslim education in general in the two countries. As will be explained in this thesis, Ahmad Khan and Ahmad Dahlan were deeply concerned with economic and social problems faced by the Muslims due to colonial policies. Both scholars came to the conviction that education was one of the most important ways to solve those problems. The two scholars, therefore, each contrived to design a new system of education for Muslims, which would produce graduates capable of meeting the new demands of the changing socio-political context while retaining their faith. Their ideas were eventually realized in the establishment of the MAOC and the Muhammadiyah schools, respectively. Even though these two institutions were unable to satisfy all Muslim aspirations, they succeeded in making Muslims in India and Indonesia aware of the need for pragmatic education, which was to contribute to the empowerment of Muslims in the colonial era.

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In the development of Islam in India in the nineteenth century, the impact of the interaction between modernist Muslims and Christian administrators and missionaries can be seen in the writings of three Evangelical Christians on the role of the H&dotbelow;adith and the responses of Indian Muslims. The writings of Sir William Muir, an administrator in the Indian Civil Service, were characterized by European Orientalist methods of textual criticism coupled with the Evangelicals' rejection of Muh&dotbelow;ammad. In his response, Sir Sayyid Ah&dotbelow;mad Khan, an influential Muslim modernist, supported the traditional perception of the H&dotbelow;adith but also initiated a new critical approach. The writings of Thomas P. Hughes and Edward Sell, missionaries with the Church Missionary Society, tended to portray Islam as bound by this body of traditions, with the rejoinders of Sayyid Amir 'Ali and Chiragh 'Ali presenting an increasing rejection of the religious authority of the H&dotbelow;adith and an impassioned defense of Islam.

This is an attempt to study the attitude of Shāh ʻAbdul ʻAzīz (1746-1824), the son of Shāh Walīullāh, the leading ʻālims of their time in India, and of other Indian Muslims towards the British in India in the early 19th century. The 19th century has great significance in Indian history. The Battle of Plassey in 1757, marks the beginning of a process which led, in 1857, to the establishment of the suzerainty of the British Crown over India. The process which was set in motion in 1757, had reached a definite stage –by 1803, when the British hegemony was established over Delhi, and the Mughal Emperor virtually became a pawn in their hands. The establishment of British control over Delhi must have disturbed the Muslims for it entailed the end of their own domination. / fr

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