Towards Ladyland: Rokeya Sakhawat Hossain and the Movement for Women's Education in Bengal, 'c.' 1900-'c.' 1932

This paper analyses the work of Rokeya Sakhawat Hossain (1880-1932), urban Bengali Muslim educator and writer, placing her in the wider context of women organising themselves in associations to create social change through education for women, in the province of undivided Bengal in colonial India, from "c." 1900 to "c." 1932. A subject of the British Indian Empire, Rokeya, and many of her colleagues, wrote back to the empire against both colonialism and patriarchy, and created innovative educational discourses and practices. The history of education is inscribed not merely in the formal school that Rokeya founded, but in her larger career as writer and builder of women's associations. An analysis of the enmeshing of women's writing and women's networks thus yields a creative, nuanced history of women's education. This paper also connects micro-histories and macro-histories of women's education, correlating macro-level data about Indian non-governmental agency in advancing female education with the work of individual figures such as Rokeya. The paper analyses Rokeya's novella "Padmarag" ("The Ruby"), showing that the integrated paradigm of women's educational and welfarist work found here has many similarities with the actual educational-welfares work done by women such as Rambo, Sara la Ray, or Ab ala Bose. Through her activities and writing, often made in alliance with other educating women such as Sara la, Rockey gave voice to ideologies and views widely at variance with conservative Indian nationalists and hegemonic British colonial officialdom. The paper also shows that women of different races and religions formed networks and alliances, in the transnational British Empire, to further women's emancipation and education, in bodies such as All India Women's Conference and Bengal Women's Education League. The paper recognizes how much women such as Rockey were able to actually be and actually do in achieving social change in education. (Contains 40 footnotes.)