Partitioning India
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Freedom in West Bengal Revised
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ResearchArchive at Victoria University of Wellington Freedom and its Enemies: Politics of Transition in West Bengal, 1947-1949 * Sekhar Bandyopadhyay Victoria University of Wellington I The fiftieth anniversary of Indian independence became an occasion for the publication of a huge body of literature on post-colonial India. Understandably, the discussion of 1947 in this literature is largely focussed on Partition—its memories and its long-term effects on the nation. 1 Earlier studies on Partition looked at the ‘event’ as a part of the grand narrative of the formation of two nation-states in the subcontinent; but in recent times the historians’ gaze has shifted to what Gyanendra Pandey has described as ‘a history of the lives and experiences of the people who lived through that time’. 2 So far as Bengal is concerned, such experiences have been analysed in two subsets, i.e., the experience of the borderland, and the experience of the refugees. As the surgical knife of Sir Cyril Ratcliffe was hastily and erratically drawn across Bengal, it created an international boundary that was seriously flawed and which brutally disrupted the life and livelihood of hundreds of thousands of Bengalis, many of whom suddenly found themselves living in what they conceived of as ‘enemy’ territory. Even those who ended up on the ‘right’ side of the border, like the Hindus in Murshidabad and Nadia, were apprehensive that they might be sacrificed and exchanged for the Hindus in Khulna who were caught up on the wrong side and vehemently demanded to cross over. -
The Role of Deobandi Ulema in Strengthening the Foundations of Indian Freedom Movement (1857-1924)
The Role of Deobandi Ulema in Strengthening the Foundations of Indian Freedom Movement (1857-1924) The Role of Deobandi Ulema in Strengthening the Foundations of Indian Freedom Movement (1857-1924) * Turab-ul-Hassan Sargana **Khalil Ahmed ***Shahid Hassan Rizvi Abstract The main objective of the present study is to explain the role of the Deobandi faction of scholars in Indian Freedom Movement. In fact, there had been different schools of thought who supported the Movement and their works and achievements cannot be forgotten. Historically, Ulema played a key role in the politics of subcontinent and the contribution of Dar ul Uloom Deoband, Mazahir-ul- Uloom (Saharanpur), Madrassa Qasim-ul-Uloom( Muradabad), famous madaris of Deobandi faction is a settled fact. Their role became both effective and emphatic with the passage of time when they sided with the All India Muslim League. Their role and services in this historic episode is the focus of the study in hand. Keywords: Deoband, Aligarh Movement, Khilafat, Muslim League, Congress Ulama in Politics: Retrospect: Besides performing their religious obligations, the religious ulema also took part in the War of Freedom 1857, similar to the other Indians, and it was only due to their active participation that the movement became in line and determined. These ulema used the pen and sword to fight against the British and it is also a fact that ordinary causes of 1857 War were blazed by these ulema. Mian Muhammad Shafi writes: Who says that the fire lit by Sayyid Ahmad was extinguished or it had cooled down? These were the people who encouraged Muslims and the Hindus to fight against the British in 1857. -
Role of the Muslim Anjumans for the Promotion of Education in the Colonial Punjab: a Historical Analysis
Bulletin of Education and Research December 2019, Vol. 41, No. 3 pp. 1-18 Role of the Muslim Anjumans for the Promotion of Education in the Colonial Punjab: A Historical Analysis Maqbool Ahmad Awan* __________________________________________________________________ Abstract This article highlightsthe vibrant role of the Muslim Anjumans in activating the educational revival in the colonial Punjab. The latter half of the 19th century, particularly the decade 1880- 1890, witnessed the birth of several Muslim Anjumans (societies) in the Punjab province. These were, in fact, a product of growing political consciousness and desire for collective efforts for the community-betterment. The Muslims, in other provinces, were lagging behind in education and other avenues of material prosperity. Their social conditions were also far from being satisfactory. Religion too had become a collection of rites and superstitions and an obstacle for their educational progress. During the same period, they also faced a grievous threat from the increasing proselytizing activities of the Christian Missionary societies and the growing economic prosperity of the Hindus who by virtue of their advancement in education, commerce and public services, were emerging as a dominant community in the province. The Anjumans rescued the Muslim youth from the verge of what then seemed imminent doom of ignorance by establishing schools and madrassas in almost all cities of the Punjab. The focus of these Anjumans was on both secular and religious education, which was advocated equally for both genders. Their trained scholars confronted the anti-Islamic activities of the Christian missionaries. The educational development of the Muslims in the Colonial Punjab owes much to these Anjumans. -
Introduction
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. Introduction The Invention of an Ethnic Nationalism he Hindu nationalist movement started to monopolize the front pages of Indian newspapers in the 1990s when the political T party that represented it in the political arena, the Bharatiya Janata Party (BJP—which translates roughly as Indian People’s Party), rose to power. From 2 seats in the Lok Sabha, the lower house of the Indian parliament, the BJP increased its tally to 88 in 1989, 120 in 1991, 161 in 1996—at which time it became the largest party in that assembly—and to 178 in 1998. At that point it was in a position to form a coalition government, an achievement it repeated after the 1999 mid-term elections. For the first time in Indian history, Hindu nationalism had managed to take over power. The BJP and its allies remained in office for five full years, until 2004. The general public discovered Hindu nationalism in operation over these years. But it had of course already been active in Indian politics and society for decades; in fact, this ism is one of the oldest ideological streams in India. It took concrete shape in the 1920s and even harks back to more nascent shapes in the nineteenth century. As a movement, too, Hindu nationalism is heir to a long tradition. Its main incarnation today, the Rashtriya Swayamsevak Sangh (RSS—or the National Volunteer Corps), was founded in 1925, soon after the first Indian communist party, and before the first Indian socialist party. -
Adopting a Chinese Mantle: Designing and Appropriating Chineseness 1750-1820
This electronic thesis or dissertation has been downloaded from the King’s Research Portal at https://kclpure.kcl.ac.uk/portal/ Adopting a Chinese Mantle Designing and Appropriating Chineseness 1750-1820 Newport, Emma Helen Henke Awarding institution: King's College London The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without proper acknowledgement. END USER LICENCE AGREEMENT Unless another licence is stated on the immediately following page this work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence. https://creativecommons.org/licenses/by-nc-nd/4.0/ You are free to copy, distribute and transmit the work Under the following conditions: Attribution: You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work). Non Commercial: You may not use this work for commercial purposes. No Derivative Works - You may not alter, transform, or build upon this work. Any of these conditions can be waived if you receive permission from the author. Your fair dealings and other rights are in no way affected by the above. Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 24. Sep. 2021 Adopting a Chinese Mantle: Designing and Appropriating Chineseness 1750-1820 Emma Helen Henke Newport King’s College London Thesis submitted for the degree of Doctor of Philosophy in English Research 1 Abstract The thesis examines methods of imagining and appropriating China in Britain in the period 1750 to 1820. -
Two Nation Theory: Its Importance and Perspectives by Muslims Leaders
Two Nation Theory: Its Importance and Perspectives by Muslims Leaders Nation The word “NATION” is derived from Latin route “NATUS” of “NATIO” which means “Birth” of “Born”. Therefore, Nation implies homogeneous population of the people who are organized and blood-related. Today the word NATION is used in a wider sense. A Nation is a body of people who see part at least of their identity in terms of a single communal identity with some considerable historical continuity of union, with major elements of common culture, and with a sense of geographical location at least for a good part of those who make up the nation. We can define nation as a people who have some common attributes of race, language, religion or culture and united and organized by the state and by common sentiments and aspiration. A nation becomes so only when it has a spirit or feeling of nationality. A nation is a culturally homogeneous social group, and a politically free unit of the people, fully conscious of its psychic life and expression in a tenacious way. Nationality Mazzini said: “Every people has its special mission and that mission constitutes its nationality”. Nation and Nationality differ in their meaning although they were used interchangeably. A nation is a people having a sense of oneness among them and who are politically independent. In the case of nationality it implies a psychological feeling of unity among a people, but also sense of oneness among them. The sense of unity might be an account, of the people having common history and culture. -
Ending the Raj
0 BACKGROUND GUIDE: ENDING THE RAJ 1 BACKGROUND GUIDE: ENDING THE RAJ Greetings from the Director, Hello and welcome to UTMUN 2018! My name is Shanzae Khan and I will be your Director for ‘Ending the Raj.’ As this is a crisis committee, we have a highly skilled crisis team working with us. The Crisis Manager for this committee is Jennifer Ben, our Moderator is Roaa Shoukry and the Crisis Analysts are Laura Quon, Maya Li Preti, Akil Abrar and Aniket Ka. We have been working very hard over the past few months to bring you this committee and will be present during the conference to answer any queries you may have. I have been involved with Model United Nations (MUNs) for over nine years and this is one of the most interesting committees that I have been given the opportunity to be a part of. I have participated as a Delegate, Vice-Chair, Co-Director, Director and have recently endeavored towards the logistical aspect of MUNs by serving as Director General for Internal Affairs at a recent conference. Diplomacy and debates are one of the most interesting aspects within this committee, and I hope to help you all with any and all aspects of debate you encounter during the course of this conference. Due to the competitive nature of UTMUN, I would strongly advise you all to read this background guide, submit your position papers on time, and conduct the relevant research required for your character. This will not only help you with your debating and diplomacy skills, but will also ensure that you all have a fun and memorable time within the committee. -
INDIAN NATIONAL CONGRESS 1885-1947 Year Place President
INDIAN NATIONAL CONGRESS 1885-1947 Year Place President 1885 Bombay W.C. Bannerji 1886 Calcutta Dadabhai Naoroji 1887 Madras Syed Badruddin Tyabji 1888 Allahabad George Yule First English president 1889 Bombay Sir William 1890 Calcutta Sir Pherozeshah Mehta 1891 Nagupur P. Anandacharlu 1892 Allahabad W C Bannerji 1893 Lahore Dadabhai Naoroji 1894 Madras Alfred Webb 1895 Poona Surendranath Banerji 1896 Calcutta M Rahimtullah Sayani 1897 Amraoti C Sankaran Nair 1898 Madras Anandamohan Bose 1899 Lucknow Romesh Chandra Dutt 1900 Lahore N G Chandravarkar 1901 Calcutta E Dinsha Wacha 1902 Ahmedabad Surendranath Banerji 1903 Madras Lalmohan Ghosh 1904 Bombay Sir Henry Cotton 1905 Banaras G K Gokhale 1906 Calcutta Dadabhai Naoroji 1907 Surat Rashbehari Ghosh 1908 Madras Rashbehari Ghosh 1909 Lahore Madanmohan Malaviya 1910 Allahabad Sir William Wedderburn 1911 Calcutta Bishan Narayan Dhar 1912 Patna R N Mudhalkar 1913 Karachi Syed Mahomed Bahadur 1914 Madras Bhupendranath Bose 1915 Bombay Sir S P Sinha 1916 Lucknow A C Majumdar 1917 Calcutta Mrs. Annie Besant 1918 Bombay Syed Hassan Imam 1918 Delhi Madanmohan Malaviya 1919 Amritsar Motilal Nehru www.bankersadda.com | www.sscadda.com| www.careerpower.in | www.careeradda.co.inPage 1 1920 Calcutta Lala Lajpat Rai 1920 Nagpur C Vijaya Raghavachariyar 1921 Ahmedabad Hakim Ajmal Khan 1922 Gaya C R Das 1923 Delhi Abul Kalam Azad 1923 Coconada Maulana Muhammad Ali 1924 Belgaon Mahatma Gandhi 1925 Cawnpore Mrs.Sarojini Naidu 1926 Guwahati Srinivas Ayanagar 1927 Madras M A Ansari 1928 Calcutta Motilal Nehru 1929 Lahore Jawaharlal Nehru 1930 No session J L Nehru continued 1931 Karachi Vallabhbhai Patel 1932 Delhi R D Amritlal 1933 Calcutta Mrs. -
Top 200 Questions of History
Top 200 Questions of History Top 200 Questions of History 1. Twenty Point Programme was launched in 1975 by – Indira Gandhi 2. The famous Quit India Resolution was passed on? August 8, 1942 3. Which university can be considered as an epitome of education in the Gupta Dynasty? Nalanda University 4. During the Mughal period, which trader was the first to come to India? Portuguese 5. Akbar’s guardian teacher was – Bairam Khan 6. International boundary between India and Pakistan is demarcated by – Radcliffe Line 7. The Dal Khalsa was founded by? Kapur Singh 8. The Governor-General was given the power to issue ordinances by the act of? Indian Councils Act ,1861 9. The High Commissioner for India in the United Kingdom must be appointed by __________? The Government of India 10. As per Act of 1919 the lower house of the Central Legislature was known as __________? Legislative Assembly 11. Who had become the first Governor-General of India after independence? Lord Mountbatten 12. What was the type of marriage in the Vedic period in which, in place of the dowry, there was a token bride price of a cow and a bull? Arsa Top 200 Questions of History 13. Who was the Greek ambassador in the court of Chandragupta Maurya? Megasthanes 14. Who constructed the 84 thousands Stupa? Ashoka 15. Jahangir (1605–1627 AD) was the ruler of which dynasty? Mughal 16. Who pioneered the guerrilla warfare methods? Shivaji 17. UNESCO Cultural World Heritage site Humayun Tomb’s construction completed in – 1572 AD 18. In Akbar's regime, _____ was the military head. -
Colonialism Postcolonialism
SECOND EDITION Colonialism/Postcolonialism is both a crystal-clear and authoritative introduction to the field and a cogently-argued defence of the field’s radical potential. It’s exactly the sort of book teachers want their stu- dents to read. Peter Hulme, Department of Literature, Film and Theatre Studies, University of Essex Loomba is a keen and canny critic of ever-shifting geopolitical reali- ties, and Colonialism/Postcolonialism remains a primer for the aca- demic and common reader alike. Antoinette Burton, Department of History, University of Illinois It is rare to come across a book that can engage both student and specialist. Loomba simultaneously maps a field and contributes provocatively to key debates within it. Situated comparatively across disciplines and cultural contexts, this book is essential reading for anyone with an interest in postcolonial studies. Priyamvada Gopal, Faculty of English, Cambridge University Colonialism/Postcolonialism moves adroitly between the general and the particular, the conceptual and the contextual, the local and the global, and between texts and material processes. Distrustful of established and self-perpetuating assumptions, foci and canonical texts which threaten to fossilize postcolonial studies as a discipline, Loomba’s magisterial study raises many crucial issues pertaining to social structure and identity; engaging with different modes of theory and social explanation in the process. There is no doubt that this book remains the best general introduction to the field. Kelwyn Sole, English Department, University of Cape Town Lucid and incisive this is a wonderful introduction to the contentious yet vibrant field of post-colonial studies. With consummate ease Loomba maps the field, unravels the many strands of the debate and provides a considered critique. -
Sri Aurobindo and the Cripps Mission to India
Sri Aurobindo and the Cripps Mission to India (March- April 1942) Table of Contents Draft Declaration for Discussion with Indian Leaders 3 Messages of Sri Aurobindo about Sir Stafford Cripps’s Mission 6 Twelve Years with Sri Aurobindo by Nirodbaran (Extracts) 7 The Transfer of Power in India by V.P. Menon, The Cripps Mission 21 Struggle for Freedom by R.C. Majumdar (Extracts) 54 Annexure Mother’s Agenda, Vol 3, November 17, 1962 66 Mother’s Agenda, Vol 4, June 15, 1963 69 Prime Minister Winston Churchill's Announcement 71 Statement and Draft Declaration by His Majesty's Government 74 Sir Stafford Cripps Review of Negotiations 77 Sir Stafford Cripps Statement on India 81 Prime Minister Winston Churchill's Report to the House 86 On Wavell’s and the Cabinet Mission 92 2 Draft of Cripps Declaration for Discussion with Indian Leaders (as published) 30 March 1942 The conclusions of the British War Cabinet as set out below are those which Sir Stafford Cripps has taken with him for discussion with the Indian Leaders and the question as to whether they will be implemented will depend upon the outcome of these discussions which are now taking place. His Majesty's Government, having considered the anxieties expressed in this country and in India as to the fulfillment of the promises made in regard to the future of India, have decided to lay down in precise and clear terms the steps which they propose shall be taken for the earliest possible realisation of self-government in India. The object is the creation of a new Indian Union which shall constitute a Dominion, associated with the United Kingdom and the other Dominions by a common allegiance to the Crown, but equal to them in every respect, in no way subordinate in any aspect of its domestic or external affairs. -
Remembering Partition: Violence, Nationalism and History in India
Remembering Partition: Violence, Nationalism and History in India Gyanendra Pandey CAMBRIDGE UNIVERSITY PRESS Remembering Partition Violence, Nationalism and History in India Through an investigation of the violence that marked the partition of British India in 1947, this book analyses questions of history and mem- ory, the nationalisation of populations and their pasts, and the ways in which violent events are remembered (or forgotten) in order to en- sure the unity of the collective subject – community or nation. Stressing the continuous entanglement of ‘event’ and ‘interpretation’, the author emphasises both the enormity of the violence of 1947 and its shifting meanings and contours. The book provides a sustained critique of the procedures of history-writing and nationalist myth-making on the ques- tion of violence, and examines how local forms of sociality are consti- tuted and reconstituted by the experience and representation of violent events. It concludes with a comment on the different kinds of political community that may still be imagined even in the wake of Partition and events like it. GYANENDRA PANDEY is Professor of Anthropology and History at Johns Hopkins University. He was a founder member of the Subaltern Studies group and is the author of many publications including The Con- struction of Communalism in Colonial North India (1990) and, as editor, Hindus and Others: the Question of Identity in India Today (1993). This page intentionally left blank Contemporary South Asia 7 Editorial board Jan Breman, G.P. Hawthorn, Ayesha Jalal, Patricia Jeffery, Atul Kohli Contemporary South Asia has been established to publish books on the politics, society and culture of South Asia since 1947.