This book comprises 17 essays by a galaxy of eminent academics from across the globe. It discusses the stunted growth of Urdu as a functional language and the problems and repercussions of it not being taught in schools. The blunt and scholarly introduction by Ather Farouqui, a pioneer scholar of Urdu language and education who has been opposing the nexus of Urdu and Muslims and dini madaris, deals with the complex issues of Urdu. The book does not play to the gallery, nor does it make any effort to brush the communal issue under the carpet. The volume also suggests that provision for teaching Urdu in schools will considerably minimise the fear psychosis among Muslims. This will encourage them to send their children to mainstream schools where they can learn Urdu as a functional language and a language of life, and not religion. Urdu can be the most effective tool to fight Muslim militancy through the vast network of schools where the curriculum is secular and directly or indirectly controlled by the state. This strategy would also increase educational empowerment among Muslims, the majority of whom consider Urdu their mother tongue.
The first of its kind, this book sheds new light on the madrassa issue now being debated across the world.
