 |
|
The recent decision by the Jammu and Kashmir (J&K) government to take over the management of 215 schools affiliated with the banned Jamaat-e-Islami (JeI) has sparked widespread criticism and controversy among political parties in the region. This move, perceived by many as an attack on the educational institutions and cultural identity of Kashmir, has reignited long-standing tensions and raised questions about the government's motives and the future of education in the region. The takeover has been met with strong opposition from various political figures, who view it as a betrayal of the people's mandate and an implementation of the Bharatiya Janata Party's (BJP) agenda. The reactions from prominent leaders such as Mehbooba Mufti, Sajad Lone, and Altaf Bukhari highlight the deep divisions and concerns surrounding this issue. Mehbooba Mufti, president of the People's Democratic Party (PDP), has been particularly vocal in her criticism, describing the takeover as yet another assault on the institutions and culture of Jammu and Kashmir. She argues that the move is especially concerning given the role of these schools in providing Islamic education alongside regular curriculum, thus contributing to the preservation of the region's unique identity. Ms. Mufti also draws a parallel to past actions, such as the banning of JeI and the seizure of its assets, suggesting a pattern of undermining Kashmiri identity and autonomy. She questions the rationale behind this decision, particularly in light of the National Conference's (NC) significant electoral victory, which she believes was based on the promise of safeguarding the region's institutions and culture. The PDP leader further criticizes the government's alleged silence on issues such as the removal of Urdu from government offices and school textbooks, suggesting a broader agenda of cultural erosion. Justice and Development Front (JDF) J&K, an organization formed by members of the banned JeI, has also condemned the government's actions, labeling it an "administrative overreach" and a painful reminder of the National Conference's history of betrayal. The JDF has urged the authorities to revoke the ban and ensure that all children in Jammu and Kashmir have access to uninterrupted education. Peoples' Conference chief Sajad Lone has expressed similar sentiments, accusing the government of setting new standards in servility and being complicit in all actions undertaken. Mr. Lone cautions the people against being under any illusions, emphasizing that the elected government is a party to all acts undertaken, including mailings and the termination of employees. He refers to the National Conference (NC) as the "A team," suggesting that they have always been complicit in such actions. PDP leader Iltija Mufti has also weighed in on the issue, stating that JeI has always been the first target of the NC when in power. She points to the historical pattern of the NC targeting Jamaat whenever they secured a brute majority. Another PDP leader, Waheed Para, acknowledges that integrating JeI into the electoral process was one of the major successes of the Centre post-abrogation of Article 370 in 2019. However, he criticizes the recent moves like book bans and school takeovers, describing them as "knee-jerk reactions" rather than well-thought-out strategies. Mr. Para argues that these actions suppress JeI-aligned individuals and close doors for those seeking to emerge from the turmoil of the past two decades. Apni Party chief Altaf Bukhari has expressed deep regret over the government's decision, noting that while Jamaat-e-Islami has been banned since 2019, the LG administration refrained from taking over the management of FAT schools. He questions why the elected government, despite enjoying a strong public mandate, has chosen to do so. Mr. Bukhari acknowledges that one may have political and ideological differences with JeI, but it is undeniable that FAT schools have played a positive and commendable role in the education sector over the decades. He demands that the government immediately cancel its decision and suggests establishing a regulatory authority to monitor these schools and ensure they fully comply with all relevant laws and regulations. The J&K Education Minister Sakina Itoo's clarification that the order to take over the 215 schools affiliated with the banned JeI was "distorted" and that they will only be looked after by the government until new management committees are formed has done little to quell the controversy. The PDP president has responded by questioning the need for the takeover in the first place and suggesting that if there is confusion over the order, it should be cancelled. The controversy surrounding the government's takeover of JeI-linked schools raises several important questions about the future of education, cultural identity, and political autonomy in Jammu and Kashmir. The move has sparked concerns about the potential erosion of the region's unique cultural heritage, the suppression of dissenting voices, and the undermining of democratic principles. The reactions from various political parties reflect the deep divisions and mistrust that exist within Kashmiri society. The government's decision has been interpreted by many as a betrayal of the people's mandate and an implementation of the BJP's agenda, further fueling resentment and alienation. The issue of education in Kashmir is particularly sensitive, given the region's history of conflict and political turmoil. Schools have often served as spaces for community building, cultural preservation, and the transmission of values. The takeover of JeI-linked schools raises concerns about the potential disruption of these functions and the imposition of a homogenized curriculum that may not reflect the region's unique needs and aspirations. The controversy also highlights the complex relationship between the government, the banned Jamaat-e-Islami, and the broader Kashmiri society. JeI has a long history of involvement in education and social welfare in the region, and its network of schools has played a significant role in providing education to thousands of children. While the organization has been banned due to its alleged links to militancy, it continues to have a significant following among certain segments of the population. The government's decision to take over JeI-linked schools is likely to further alienate these individuals and exacerbate existing tensions. The controversy surrounding the takeover of JeI-linked schools also raises broader questions about the role of education in conflict zones. Education can be a powerful tool for promoting peace, reconciliation, and development. However, it can also be used to perpetuate division, hatred, and violence. In Kashmir, where the education system has been deeply affected by years of conflict, it is crucial that education policies are carefully designed to promote inclusivity, understanding, and respect for diversity. The government's decision to take over JeI-linked schools should be viewed in this context. It is essential that the government engages in a meaningful dialogue with all stakeholders, including political parties, community leaders, and educators, to develop a comprehensive and inclusive education policy that addresses the needs and aspirations of all Kashmiris. Furthermore, any regulatory oversight of schools should be implemented in a transparent and accountable manner, ensuring that the rights of students, teachers, and parents are protected. The future of education in Kashmir depends on the government's ability to build trust, promote inclusivity, and create an environment where all children have access to quality education that prepares them for a better future. The current controversy surrounding the takeover of JeI-linked schools serves as a stark reminder of the challenges and complexities that lie ahead. The path forward requires a commitment to dialogue, understanding, and respect for diversity, as well as a willingness to address the underlying grievances and aspirations of the Kashmiri people. Only then can education truly become a force for peace, reconciliation, and development in the region.
The government's justification for the takeover, citing concerns about the curriculum and alleged links to militancy, has been met with skepticism by many. Critics argue that the government has not provided sufficient evidence to support these claims and that the move is politically motivated. They point to the fact that these schools have been operating for decades and have a track record of providing quality education. Furthermore, they argue that the government's actions are inconsistent with its stated commitment to promoting peace and reconciliation in the region. The government's decision to take over JeI-linked schools has also raised concerns about the potential impact on the education of thousands of students. Many of these schools serve students from disadvantaged backgrounds who may not have access to alternative educational opportunities. The disruption caused by the takeover could have a significant impact on their academic progress and future prospects. The government has assured that it will ensure that all students have access to quality education, but it remains to be seen how this will be achieved in practice. The controversy surrounding the takeover of JeI-linked schools is likely to continue to generate debate and discussion in the coming days and weeks. The issue has touched a nerve among many Kashmiris, who see it as an attack on their cultural identity and political autonomy. The government will need to take a careful and considered approach to address these concerns and build trust with the community. The path forward requires a commitment to dialogue, understanding, and respect for diversity. The government must also be willing to address the underlying grievances and aspirations of the Kashmiri people. Only then can education truly become a force for peace, reconciliation, and development in the region.
The long-term consequences of this takeover remain uncertain, but the immediate impact has been a further erosion of trust between the government and the people of Kashmir. The perception that the government is acting against the interests of its own citizens, and is instead implementing an external agenda, is deeply damaging. This breeds resentment and can potentially fuel further instability. It is crucial for the government to engage in a genuine and transparent dialogue with all stakeholders to find a solution that respects the educational needs and cultural identity of the Kashmiri people, while also addressing legitimate security concerns. A purely heavy-handed approach will likely be counterproductive and further alienate the population.
Source: Parties in Kashmir criticise govt takeover of JeI-linked schools