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Regd No:35356/1999 Under Act XXI of 1680 The Society for unity of people.
Tuesday, March 19, 2013
The Nehru Memorial
Museum and Library
cordially invites you to a
Conference
at 9:00 a.m. on Thursday-Friday, 21-22
March 2013
in the
Seminar Room, First Floor, Library Building
‘Cultural
institutions and knowledge arenas, post-1947: Revisiting the roles of Maulana
Azad’
in association with
Dr. Veena Naregal
Institute of Economic Growth
Concept Note:
The public life and work of Maulana
Azad (1888-1958) provides an extraordinarily rich lens to view the shaping of
our political culture and institutional arenas during the critical decades
between 1920 and 1960.
Azad’s erudition and range of
interests made him a truly exceptional figure. He acquired his formidable
intellectual training outside the colonial education system, yet rose to being
independent India’s first Minister of Education for a decade at the end of his
career.
Azad launched the weekly Al-Hilal in
1912 and, soon after it was banned in 1914, Al-Balagh. He distanced
himself from Sir Syed’s political and religious ideas. Azad deployed his
talents as journalist, writer, editor, orator and jurist to mobilize
anticolonial public opinion among Indian Muslims in ways that resonated with
their proud literary, intellectual and religious heritage. He emerged as a
young but highly respected intellectual but, alert to the limits of this
strategy, moved closer to Gandhi and the Congress. Azad’s superb testimony
following his arrest in 1922 for participating in the Khilafat movement,
published as Qual-i-Faisal [Final Verdict], remains a classic
document.
In 1923, Azad was chosen to preside
over the Congress. Thereafter, he remained a key member of almost every
Congress committee appointed—whether to address internal party questions or
matters of public-political significance—until 1947.
During this time, he worked
unstintingly to strengthen the party and, simultaneously, retain Muslim support
for the Congress. Thus, Azad canvassed for the acceptance of the Motilal Nehru
report—although it reversed previous provisions made by the 1916 Lucknow Pact
for separate electorates and reservation of central legislature seats to
safeguard Muslim interests.
When the Muslim League refused to
sign the Nehru report, Azad, it is said, was cryptic: if the Muslim League was
foolish to demand separate electorates, the Congress was even more foolish not
to concede. He emerged as a key ally of both Jawaharlal Nehru and Gandhi and,
equally, as a trenchant internal critic of majoritarian tendencies that the
party structure and regional units had begun to betray, particularly after the
formation of Congress ministries in 1937.
By the early 1940s, there were
powerful conservative economic and political arguments that the only viable
option for a successful post-Independent state was a federal structure premised
upon a centre empowered to check provincial powers. Alongside, there were moves
to embrace planning and state-led capitalist growth as national goals.
Azad was elected President of the
Congress for a second time at its Ramgarh session in 1940. The view that Partition
was inevitable was implicitly gaining ground —even among sections of the
Congress. Against this, Azad’s views present a significant counterpoint. He
believed that the 1946 Cabinet Mission Plan was the only available feasible
means to preserve the nation undivided, and so negotiated tirelessly.
In October 1947, during Partition
riots in Delhi and elsewhere, Azad addressed his Muslim brethren in undivided
India for the last time from the steps of the Jama Masjid. The speech and its
sentiment have disappeared from the popular and institutional consciousness,
but its tragic anguish cannot be separated from his views as statesman,
intellectual and Congress leader.
We need to recognise the loss
involved in reducing Maulana Azad to a symbolic icon or of viewing him as just
an important Muslim leader. Otherwise, it is difficult to assess his
initiatives after 1947 to establish national cultural institutions or his
attempts as Minister of Education to persuade the Cabinet to shift education
from the state list to the concurrent list so that education patterns could be
standardized across the country.
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