Women Education in Colonial Punjab: Significance of Women Teachers and Training Institutions

This paper documents and analyzes the dynamics of women’s education chronologically, with a focus on women teachers and training institution in Punjab, before its annexation in 1849 by the British and during its colonial phase. Prior to 1849 Punjab had a vibrant and thriving indigenous educational system. There are evidences that women received education through the existing mechanisms, a fact appreciated by William Adam in his famous reports. The change in the medium of instruction from ‘Persian’- the official language of the state, to ‘Urdu’ after annexation, proved detrimental not only to the women’s education but overall education too. The unavailability of women teachers added to the despair as the simple idea of a ‘woman teacher’ was widely challenged by several old schools. The male opposition fearing competition from lesser paid women colleagues, and existing stereotypes regarding the responsibilities of women, restrained the efforts for women teacher training. Allender admits that not only in India but also in Britain, women teaching professionals had to struggle for acceptance. The training schools advanced the cause of women education through native women; it was agreed that only native women could help extend women’s education; hence they must be trained for this cause. As a result of this historic phenomenon, we now have the National Council for Teacher Education training men and women teachers. As we embark on this research, data collected from various Regional and National Archives and libraries related to women’s education in colonial Punjab has been reoriented to develop arguments according to the theme of this paper. This research shall enrich our understanding about decisive constituents of women’s education in Punjab from a historical perspective; and reflect on the contemporary need to create a women inclusive system and functionaries working at the grassroots to reduce inequality of opportunities and recognition.