| Summary/Abstract |
What are the factors hindering educational development among Muslims in India in general and the newly born Telangana state in particular, is the key sociological question confronting the educationists and policymakers? The current paper based on empirical study provides an anthropological perspective to understand a number of socio-cultural factors responsible for lower retention and higher dropout rates among Muslims in public schools across the class and gender lines. It highlights that with positive state interventions, the enrolment and retention levels of Muslim working-class children have increased enormously besides a significant improvement in the same among Muslim girls also. Thus the paper argues that a relaxation in school protocols facilitates Muslim children integrating the academic demands and socio-cultural obligations they deem necessary while addressing culturally sensitive issues in curriculum and pedagogic practices foster attitudinal changes together which contribute immensely to the educational advancement among them.
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