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 \nIzza Tahir  \nUniversity of Toronto  \nPakistan has been engaged in the project of madrassa reform since the early days of its nationhood. Since gaining independence from Britain in 1947, successive Pakistani governments have introduced a series of reforms aimed at regulating and reforming the madrassa sector, but the repeated failure of these efforts suggests the presence of some systemic barrier to reform. This article looks at the history of the madrassa in South Asia under British rule, and raises the question of how this colonial experience has shaped madrassa reform in post-colonial Pakistan. It highlights three key policy interventions of the British in the education sector, namely the 1835 Minute of Lord Macaulay, the 1854 Educational Despatch of the Court of Directors of the East India Company, and the formal institutionalization of higher education, to show that the cumulative effect of these policies was the creation of an ideological binary which bifurcated the education system. It argues that by institutionalizing a singular conception of education, this colonial legacy has impacted key madrassa reform efforts undertaken by Pakistan in 1962, 1979, and 2001/02. The article concludes with a discussion of the necessity of decolonizing future reform efforts such as the national curriculum reform—the introduction of the Single National Curriculum—that Pakistan is currently embarking upon.  \nIntroduction  \nDepending on whom one asks, a madrassa is either a traditional Islamic educational institution with a venerable history dating all the way back to the dawn of Islam—or a hotbed of terrorist activity. Perhaps it is precisely this polarized conceptualization that has led today to madrassas being firmly embedded within the socio-religious fabric of Pakistani society while having become, at the same time, a politically-contentious entity. To be more precise, it is the issue of madrassa reform that forms the point of contention. Pakistan has been engaged in the project of madrassa reform since the early days of its nationhood. Since gaining independence from Britain in 1947, successive Pakistani governments have introduced a series of reforms aimed at regulating and reforming the madrassa sector, but the repeated failure of these efforts suggests the presence of some systemic barrier to reform.  \nThis article looks at the history of the madrassa in South Asia during British rule and raises the question of how this colonial experience has shaped madrassa reform efforts in postcolonial Pakistan. It focuses on three key policy interventions of the British in the education sector, namely the 1835 Minute of Lord Macaulay, the 1854 Educational Despatch of the Court of Directors of the East India Company, and the formal institutionalization of higher education, to show that the cumulative effect of these policies was the creation of an ideological binary which bifurcated the education system. It argues that by institutionalizing a singular conception of education, this colonial legacy has impacted key madrassa reform efforts undertaken by Pakistan in 1962, 1979, and 2001/02 . The article concludes with a discussion of the necessity of decolonizing future reform efforts, such as the national curriculum reform—the introduction of a Single National Curriculum—that Pakistan is currently embarking upon.  \n© 2022, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education, 24(1), 61-77.  \nTahir  \nBackground: The Madrassa Sector in Pakistan  \nThe madrassa sector in Pakistan provides religious education and operates alongside the secular public and private sectors. The repeated failure of government-led reforms to register and regulate madrassas has resulted in the sector existing as a loosely-organized and under-documented network of i","cbCaitfCPbtiS1BY","https://ap.wps.com/l/cbCaitfCPbtiS1BY","pdf",192457,17,"English","# Introduction\n# Background: The Madrassa Sector in Pakistan\n## Governance and regulation (wafaq boards)\n## Scale, registration, and statistics\n## Course structure and teaching language","[{\"question\":\"What systemic barrier does the article attribute to repeated failure of Pakistani madrassa reforms?\",\"answer\":\"It suggests the presence of a systemic barrier, arguing that colonial educational policy created an ideological binary that continued to shape later reform efforts.\"},{\"question\":\"Which British education policies are highlighted as key interventions?\",\"answer\":\"The article focuses on the 1835 Minute of Lord Macaulay, the 1854 Educational Despatch of the Court of Directors of the East India Company, and the formal institutionalization of higher education.\"},{\"question\":\"Why does the article connect decolonizing future reforms to the Single National Curriculum?\",\"answer\":\"It concludes that future reform efforts must be decolonized, specifically mentioning national curriculum reform and the introduction of the Single National Curriculum currently underway.\"}]","Current Issues in Comparative Education (CICE) - Decolonizing Madrassa Reform in Pakistan - Winter Issue 1 | PDF",1792090066,43]