Abstract

Schooling among Muslims of Indian origin represents one of the most complex educational realities in South Asia. India’s Muslims constitute one of the largest Muslim populations in the world yet their access to quality education has historically been shaped by socio-economic marginalisation cultural perceptions religious identity state policy mechanisms and evolving pedagogical models. Understanding their schooling patterns requires an interdisciplinary approach that weaves together historical experiences socio-religious structures economic inequalities gender-specific barriers linguistic identities and contemporary policy interventions. This research paper examines the educational experiences of Indian-origin Muslims from a holistic sociocultural and philosophical perspective. It analyses how schooling has been influenced by colonial legacies post-independence political frameworks modernisation religious institutions socio-economic status community aspirations and the growing need for