Connect with us

Featured

India: School Principal Booked After Students Recite Iqbal’s Poem- What Makes Muhammad Iqbal a Contentious Figure in India?

School Principal booked after students recite Iqbal’s Poem- What makes Muhammad Iqbal a Contentious figure in India?

Published

on

After the great poet Muhammad Iqbal’s poem “Lab Pe Aati Hai Dua” was recited by students during the morning assembly, a video of the event went viral, leading to the arrest of the principal of a government school and a Shiksha Mitra in Bareilly, Uttar Pradesh. The Education Department has also placed Shiksha Mitra Wazeeruddi under investigation and suspended the school’s principal, Nahid Siddiqui. “Lab Pe Aati Hai Dua”, also known as “Bachche Ki Dua” (A child’s prayer), is an Urdu language dua, or prayer, in verse form authored by Muhammad Iqbal in 1902. The poem has been set to music and sung in morning school assemblies in Pakistan as well as India.

While far-right groups have been using this and similar incidents in order to demonize Iqbal for quite some time, Muhammad Iqbal has become a contentious figure in India for many more reasons. Muhammad Iqbal is also known for writing the most popular patriotic song of India “Saare Jahan se acha Hindustan humara” (Better than the entire world, is our Hindustan), which he also called “Tarana-e-Hind” (Song of India).

Also, read The Crises of Multiculturalism In Europe And The Question Of The Muslim Immigration

School Principal booked in UP

A First Information Report was filed against Siddiqui and Wazeeruddin at the Fareedpur police station in response to a complaint made by Sompal Singh Rathore, a local Vishwa Hindu Parishad (VHP) official, who claimed that a “religious prayer” was recited at the public school in an effort to convert the children. He also alleged that the principal “made” the students recite the Islamic prayer with the purpose of offending Hindu sensibilities. Police have filed the FIR against the two instructors under sections 298 (deliberate intention to wound religious sentiments) and 153(provocation with intent to cause riot) of the Indian Penal Code (IPC) after taking notice of the complaint.

The complaint was lodged by Sompal Singh Rathore, a local leader of Vishwa Hindu Parishad (VHP), an Indian right-wing Hindu organization based on Hindu nationalism. According to Rathore, students should be made to recite the Indian national anthem and “Saraswati Vandana” (a Hindu mantra for goddess Saraswati that is recited for music, knowledge, and wisdom). Instead, they were forced to chant “Mere Allah Burai Se Bachana Mujhko” (O Allah, protect me from evil) by the headmaster.

Read here, The Scope of inter-religious pluralism within Islam

Controversy over Iqbal- The Second Incident in Four Years

This is not the first time that a school head has been terminated because of a prayer. This is the second time in four years that a local VHP worker filed this type of complaint. Three years ago, in October 2019 a VHP worker alleged that the headmaster of a government primary school in the Bisalpur neighborhood of Pilibhit had forced students to recite a religious prayer that is typically recited in madrasas. As a result, the headmaster was subsequently suspended. The students also recited “Lab Pe Aati Hai Dua” by Allama Iqbal in that instance. Later, the headmaster was reinstated but moved to a different institution.

Soon after the complaint was lodged and the incident made it to the news, BJP spokespersons took to social media to support the FIR. Anyone who called out the absurdity of the complaint started to get trolled by BJP spokespersons and supporters who called these people anti-nationalists and supporters of a communal leader like Iqbal. Right-wing groups started demonizing Iqbal by calling him a bigot and father of the two-nation theory and a staunch advocate for the creation of Pakistan.

When a popular Indian journalist Rajdeep Sardesai took to his Twitter handle to express his disappointment with the incident, he was severely trolled. One BJP supporter and journalist even wrote an article dedicated to “demystifying” the myth of Iqbal’s pedestalization by the Indian left and Indian Muslims.

“While the nation and especially those advocating secularism know Iqbal only for writing ‘Sare Jaha Se Accha, Hindustan Hamara’, there’s much more to him that they conveniently sweep under the rug, which includes Tarana-e-Milli and the formation of Pakistan . . . The Islamic fundamentalist nature of Muhammad Iqbal became entirely evident as he wrote, ‘Cīn o-ʿArab hamārā, Hindūstāṉ hamārā, Muslim haiṉ ham, wat̤an hai sārā jahāṉ hamārā’ ”, the article mentioned.

Read here, Israeli Filmmaker Nadav Lapid Sparks Outrage in India after calling <em>The Kashmir Files</em> “Vulgar Propaganda”

Who is Muhammad Iqbal (1877-1938) ?

Iqbal, one of the most prominent figures in Urdu literature during the first three decades of the 20th century, transitioned from writing about subjects that were specifically Indian and reflective of pluralism and multiculturalism to using worldwide realities to arouse, stimulate, and encouraging the imagination of Indian Muslims. Through his stirring poetry, he was one of the first to teach socialism and the socialist movement to young people in India. In addition, he added contemporary philosophical ideas that he had learned about while studying in Europe and greatly expanded the range of the educated Muslim intellectual discourse while keeping it bound to their essentially Islamic roots. He advocated “socialism” cloaked in Islam in his fiery rallies against the powers of capitalism and imperialism.

Poems like “Masjide-e-Qartaba” (The Mosque at Cordoba) and “O Ghafil Afghan” (O Heedless Afghan), written by a celebrated and lauded poet like Muhammad Iqbal, fueled a rising fear that a “grave disaster” was waiting to strike the Muslims of the sub-continent. Iqbal was one of the first to notice the struggles that the Indian Muslims were experiencing on account of their religion, and to include it in his poetry. The fate of his fellow Muslims in various colonized lands seemed to foretell even worse things for Muslims in India, who were a minority in a colonized Hindu majority population.  

Upon the formation of Pakistan, he was honored as its national poet, as well as earning the titlesMufakkir-e-Pakistan’ (thinker of Pakistan), Hakeem-ul-Ummat (sage of the Ummah), and Shayar-e-Mashriq (poet of the east).

Also, read How Practical is the Secular Democracy of India? Curbing of Religious Freedom in Kashmir

The Vilification of Muhammad Iqbal

The most well-known of Iqbal’s many works is the timeless “Saare jahan se achcha Hindustan hamara,” which he wrote in 1904 and which became one of the songs that propelled Indian independence fighters against British authority. The right-wing groups vilifying Iqbal keep reinforcing that after writing “Tarana-e-Hind” (song of India) in 19004 he went on to write “Tarana-e-Milli” (song of the community) in 1910. They use this example to display the contradiction between the India-loving patriot that he is thought of instead of the Muslim bigot and the father of the two-nation theory that he turned out to be.

The Tarana-e-Hind and the Tarana-e-Milli show the progression from “Hindi hain hum watan hai Hindustan hamara” (We are the people of Hind and Hindustan is our homeland) to “Muslim hain hum watan hai sara jahan hamara” (We are Muslim the whole world is our homeland). However, it might be worthwhile to consider his body of work as a whole to try and understand the movement in his poetic thought. Iqbal’s history and poetic career can be split into three phases. The first one is his patriotic poetry dedicated to the Indian nation and patriotism from 1901 to 1905, after which he did philosophical poetry from 1905 to 1908, and eventually, his work and poetry focused on the Muslim community from 1908 to 1938.

Iqbal is considered to have given the vision for the creation of Pakistan, whereas Jinnah is considered to be the one who shaped this vision. 

While Iqbal’s “Tarana-e-Milli” is a poem that talks about the notions of Islamic universalism, it has no offensive hints at the Hindu community. Therefore, using this poem to call Iqbal a Muslim bigot seems absolutely absurd.

Read here, The BJP Enforcing Patriotism By Instilling Fear- “Har Ghar Tiranga” Campaign in Kashmir and Other Schemes

Hindu Right Wing Group’s blind hatred for Muhammad Iqbal

Soon after his death, Iqbal (1877–1938) was denounced as the creator of the “two-nation theory,”, a follower of pan-Islamism, and a fervent supporter of the Muslim Brotherhood. After being hailed as Pakistan’s “national poet,” this criticism gained momentum in the years following the 1947 partition. However, people of India should pause and think about BJP’s hatred for the same poet who gave India “Saare Jahan Se Achha Hindustan hamara,” a song that, incidentally, is used as the marching theme by not just one but multiple military bands of different regiments of the Indian armed forces.

BJP’s and other Hindu right-wing groups’ tendencies to perceive India through a starkly black or white lens, has led the Indian people towards majoritarianism and vilifying any belief system that differs from their own. The mindless loathing for Iqbal and everything he stands for seems unsurprising and even inevitable given the intensely volatile and polarizing times we live in. 

Also, read Shraddha Murder Case Revealing Indian Media’s Rooted Islamophobia

WELCOME

MZEMO

GET EXCITING NEWS

Continue Reading
Click to comment

Leave a Reply

Your email address will not be published. Required fields are marked *

Featured

Board of Peace Explained: New Global Peace Architecture or Another Power Play?

Published

on

Board-of-Peace-Explained-New-Global-Peace-Architecture-or-Another-Power-Play

This is not just about a region in this world where human rights are not given, and people are being killed. It is about humanity, life, and the very foundations of values that humans are living with. When Gaza is discussed today, it is rarely in the language of rights. It is discussed as a problem to be solved, a territory to be stabilized, and a population to be administered.

The announcement of a new international “Board of Peace” fits neatly into this pattern. Presented as a bold initiative to guide Gaza out of conflict and into reconstruction, the Board of Peace has been framed by its sponsors as innovative, inclusive, and forward-looking. Yet for Palestinians, the announcement raises an older, still unresolved question: Who decides Gaza’s future, and on what authority?

What Is the Board of Peace?

The Board of Peace was announced by US President Donald Trump as part of a broader Phase Two Gaza plan, marking a shift from ceasefire management to post-genocide governance and reconstruction.

According to official descriptions, the board is meant to:

  • Oversee Gaza’s political transition
  • Coordinate reconstruction funding and investment
  • Provide international supervision during a “transitional” period

Trump declared himself chair of the board and described it as a high-level body composed of political leaders, financial figures, and diplomatic actors. Unlike the United Nations, the board has no clear treaty basis, no General Assembly mandate, and no defined accountability mechanism.

It is powerful not because it is formal, but because it is backed by money, political leverage, and security control.

Who is on the Board?

The individuals named or referenced in connection with the Board of Peace are not neutral facilitators.

The board’s executive circle includes:

  • Marco Rubio, US Senator and the Secretary of State
  • Tony Blair, former UK prime minister
  • Jared Kushner, Trump’s son-in-law and former Middle East envoy
  • Steve Witkoff, US real estate magnate and political donor
  • Ajay Banga, President of the World Bank

These are figures associated with Western political power, financial institutions, and security-centric diplomacy. None are elected Palestinian representatives. None comes from Gaza. The imbalance is structural, not incidental.

Which Countries Were Invited?

One of the board’s defining features is its attempt to project global legitimacy through invited state participation.

According to credible sources, Trump sent invitations to around 60 world leaders. Those explicitly named in reporting include:

  • Turkey (President Recep Tayyip Erdoğan)
  • Egypt (President Abdel Fattah el-Sisi)
  • Canada (Prime Minister Mark Carney)
  • Argentina (President Javier Milei)

Moreover, some diplomatic sources also indicate the list includes:

  • Britain
  • Germany
  • Italy
  • Morocco
  • Indonesia
  • Australia

The Palestinian Face of the Plan: Who Is Ali Shaath?

To provide the plan with Palestinian leadership, the US has backed Ali Shaath as head of the transitional Palestinian committee that will administer Gaza’s civil affairs under the Board of Peace.

Shaath’s profile is central to understanding how this governance model is being sold.

Here is a quick overview of Ali Shaath:

  • He was born in 1958 in Khan Younis
  • He is a civil engineer with a PhD from Queen’s University Belfast
  • He previously served as deputy minister of planning in the Palestinian Authority
  • He has worked on industrial zone projects in both Gaza and the West Bank

Shaath has spoken publicly about the scale of Gaza’s destruction, estimating around 68 million tons of rubble, much of it contaminated with unexploded ordnance. He has suggested that clearing debris could take three years, with full recovery achievable in seven years. It seems to be a far more optimistic timeline than UN estimates, which warn that rebuilding could extend beyond 2040.

Politically, Shaath has been described as acceptable to both Hamas and Palestinian Authority President Mahmoud Abbas, precisely because he is positioned as a technocrat rather than a political leader. However, it is yet to be observed how he would work with the other members.

Governance Without Sovereignty

The Palestinian committee, chaired by Shaath, has issued a mission statement pledging to restore services, rebuild infrastructure, and stabilize daily life in Gaza.

The committee describes its work as “rooted in peace” and focused on technocratic administration rather than politics.

Yet the committee:

  • Controls no borders
  • Commands no security forces
  • Regulates no airspace or coastline
  • Has no electoral mandate

It governs without power, while power remains in external hands.

When it comes to the reaction of the people of Gaza, they showed mixed feelings of skepticism over hope. Some Palestinians express cautious hope that any plan might bring electricity, water, and an end to constant displacement. Others see the Board of Peace as another externally designed structure that manages Gaza without addressing the occupation.

Peace Architecture or Power Management?

The Board of Peace is being presented as an innovation. However, history offers a cautionary lens.

Temporary governance structures in occupied or post-conflict territories have a habit of becoming permanent. Reconstruction becomes conditional. Aid becomes leverage. Administration replaces self-determination.

In a nutshell, the Board of Peace asks the world to believe that stability can precede justice, and that governance can substitute for freedom.

For Palestinians, the unanswered question is simpler and older:

If Gaza’s future is designed in Washington, financed in global capitals, and overseen by external boards—where does Palestinian self-determination actually begin?

Until that question is addressed, the Board of Peace risks becoming not a new architecture for peace, but another structure built on the same imbalance that has kept Gaza unfree for decades.

Peace cannot be outsourced, and a people cannot be rebuilt while being brutally ruled.

Continue Reading

Featured

Phase Two of Gaza’s Plan: Demilitarization, Technocracy, and a Ceasefire That Still Bleeds

Published

on

Phase-Two-of-Gazas-Plan-Demilitarisation-Technocracy-and-a-Ceasefire-That-Still-Bleeds

The second phase of Gaza’s so-called peace plan has officially been announced. It is being described as a transition from ceasefire to governance, from violence to rebuilding. However, on the ground in Gaza, the distinction is harder to locate.

Isn’t it shocking that more than three months after the ceasefire took effect in October, Palestinians are still being killed, and aid is a privilege to have? Entire neighborhoods remain uninhabitable. So, the announcement of phase two does not coincide with calm. It arrives amid continued military pressure, delayed withdrawals, and a humanitarian system operating far below what was promised.

There is a crucial question Palestinians are asking, and that is not whether Phase Two exists on paper, but whether it alters the reality of power.

What Phase Two Claims to Change

According to some US officials, Phase Two is meant to shift the Gaza file from emergency truce management to long-term stabilization. Its three pillars are clear:

  • First, the demilitarization of Hamas and other armed groups, framed as a non-negotiable precondition for any durable peace.
  • Second, the establishment of a Palestinian technocratic committee to administer Gaza’s civil affairs during a transitional period.
  • Third, the beginning of reconstruction planning, coordinated under international supervision and tied to security compliance.

In theory, this is where genocide ends, and governance begins, but in practice, each pillar raises more questions than answers.

Phase One by the Numbers: A Ceasefire in Name

Before moving further, let’s have a look at the overview of Phase One. Since the ceasefire came into force on October 10, at least 451 Palestinians have been killed and more than 1,250 injured, an average of nearly five deaths per day. Military operations continued under the language of “enforcement” and “targeted action,” blurring the very meaning of a ceasefire.

When it comes to the prisoner exchanges, Hamas and Israel both released most of the captives. Bodies were also exchanged, with one reportedly still trapped under rubble.

Aid delivery fell far short of commitments. Between October and early January, around 23,019 aid trucks entered Gaza out of a promised 54,000, roughly 43% of the target.

Critical crossings, including Rafah, remained closed or heavily restricted. Aid organizations reported operational paralysis as bans, inspections, and suspensions multiplied.

In other words, Phase One did not fulfill its promises. It managed the violence without ending it.

Demilitarization Before Relief

Phase Two places demilitarization at its core. President Trump has repeatedly framed it as a binary choice—an “easy way or a hard way.” The message is unambiguous: disarmament first, normalization later.

What remains unaddressed is the imbalance this creates. Israel retains control over Gaza’s airspace, coastline, borders, population registry, and imports. Palestinian armed groups are asked to disarm while occupation-level controls persist.

It is pertinent to mention that international law does not recognize demilitarization as a substitute for political rights. Yet phase two calls itself the engine of peace, while humanitarian access, withdrawal timelines, and accountability for genocidal destruction remain secondary.

For many Palestinians, this sequencing feels less like peacebuilding and more like containment.

The Technocratic Committee: Governance Without Power

There will be a 15-member Palestinian committee tasked with administering Gaza’s civil affairs. Its stated mission includes restoring basic services, managing reconstruction, and laying foundations for stability.

Its members are presented as non-political professionals, including engineers, administrators, and planners. But what is missing is authority.

The committee operates under external oversight, with no electoral mandate, no independent security control, and no ability to regulate borders, trade, or movement. Its legitimacy is managerial, not democratic.

However, it’s not shocking for Palestinians as they are familiar with this model. Over the past three decades, “temporary” arrangements have repeatedly substituted administration for sovereignty. Technocracy becomes a way to manage populations without resolving the structures that disempower them.

Palestinian Voices

Some reports from Gaza capture a mood that is neither celebratory nor dismissive, but only exhausted.

Some residents express cautious hope that Phase Two might at least bring predictability: electricity that lasts more than a few hours, water that runs clean, streets cleared of rubble. On the other hand, most of them see another externally designed plan that speaks the language of peace while preserving the architecture of control.

One displaced man described being forced to move 17 times since the genocide began. Another questioned how demilitarization could be discussed while entire families still sleep in tents beside the ruins of their homes.

For many, peace is not an abstract framework, but the ability to survive the night without fear.

Aid as Leverage, Reconstruction as Reward

Phase Two introduces reconstruction, but not as a right. Aid and rebuilding are explicitly linked to compliance. This conditionality transforms humanitarian relief into a pressure tool.

History offers little comfort here. Millions pledged to Gaza after previous acts were delayed, diverted, or blocked entirely. The difference now is scale. Gaza’s destruction is unprecedented, with tens of millions of tons of rubble, unexploded ordnance, and erased neighborhoods.

Therefore, rebuilding without political change risks entrenching dependency rather than restoring dignity.

A Governance Phase Built on Unresolved Violence

Although phase two is described as a transition, transitions require movement—away from violence, toward rights.

So far, what has changed is not the structure of power, but the language used to describe it.

Demilitarization is demanded without de-occupation. Governance is promised without sovereignty. Reconstruction is discussed while restrictions remain.

This is not peace delayed. It is peace redefined—away from justice, toward management. Ultimately, nothing can substitute for Gaza’s right to determine its own future, which has been denied for decades.

Continue Reading

Featured

How the World Is Losing an Entire Generation

Published

on

How-the-World-Is-Losing-an-Entire-Generation

When governments talk about protecting children, their words rarely match what young Palestinians are living through. In the Gaza Strip, education is not merely disrupted; it is being systematically erased, leaving the possibility of a generation without basic schooling and awareness.

A recent analysis done by the University of California warned that children in Gaza may lose the equivalent of five years of education due to repeated school closures since 2020. These conditions are compounded by violence, trauma, and chronic destruction of infrastructure.

Almost all of the schools have been partially or completely destroyed by Israel. If schools remain out of session until at least 2027, many teenagers will be a decade behind where they should be educationally.

This is not only about education but the erasure of an entire generation, coupled with despair. It is ultimately the humanitarian consequence of genocide-scale violence and blockade. The future is being stolen from innocent lives, and the world is witnessing one of the greatest catastrophes in the history of mankind.

The Scale of the Education Collapse in Gaza

Before the genocide intensified, Gaza had an education system serving nearly 660,000 school-aged children. However, two years of bombardment, destruction, and blockade have devastated this system:

  • An estimated 97% of schools in Gaza are damaged or destroyed.
  • Hundreds of thousands of children have had little to no access to face-to-face schooling for more than two academic years.
  • More than 18,000 students and 780 teachers were killed as of October 2025, according to UN Office for the Coordination of Humanitarian Affairs (OCHA) data included in international analysis, representing a massive depletion of both students and educators.
  • UNRWA reported that around 660,000 children are out of school, with many classrooms repurposed as shelters for displaced families.

These figures combine lost school buildings with lost lives and lost opportunities. These conditions are creating structural barriers to learning that go far beyond temporary closures.

What It Means to Lose Years of Education

According to the Cambridge analysis, repeated closures since 2020, first due to the pandemic and then to ongoing genocide, have eroded more years of learning than children can realistically recover.

This isn’t just falling behind, but a fundamental derailment of life trajectory:

  • Delayed literacy and numeracy milestones
  • Increased likelihood of dropout in teenage years
  • Higher risks of early marriage and child labor
  • Limited access to higher education and careers

Resultantly, when education stops, social mobility also stops with it.

Education as a Protective Space

Children’s access to education is not just about reading and math, but about safety, structure, and psychological stability.

UNICEF and other child protection agencies have emphasized that education provides:

  • Protection from exploitation and abuse
  • Psychosocial support
  • A routine that counteracts trauma
  • Opportunities for social interaction and identity building

When schools are reduced to rubble or become temporary shelters, these protective functions disappear. Instead, Gaza’s schools increasingly resemble sites of trauma, displacement, and interruption, not growth.

Trauma, Hunger, and Learning Loss: A Spiral of Harm

The education crisis in Gaza does not exist in isolation, but it intersects with:

  • Widespread hunger and malnutrition, which impair cognitive development
  • Psychological trauma, which reduces concentration and memory
  • Displacement and instability, which make regular attendance impossible

A recent scientific analysis describes how children exposed to conflict, displacement, and trauma face long-term developmental challenges, including reduced educational outcomes.

Comparing Gaza to Global Conflict Patterns

Gaza’s education collapse is one of the most extreme examples today, but it reflects a broader global trend.

UNICEF estimates that globally, more than 25 million children of primary age are out of school due to conflict and insecurity.

In wider conflict zones, from Yemen to Sudan, attacks on schools and displacement keep millions from education.

However, Gaza’s situation is exceptional for the scale of destruction, cumulative closure, and overlap with famine, displacement, and repeated bombardment.

The Lost Generation is Not Just a Phrase but a Forecast

Researchers warn that, unless things change, Gaza’s children will not simply “catch up.” They will represent a generation with permanent educational loss, with consequences echoing for decades.

This is the core of the Cambridge study’s warning:

“Children in Gaza will have lost the equivalent of five years’ worth of education… and many will be a full decade behind their educational level.”

Even temporary or online learning measures introduced by UNRWA and the Palestinian Ministry of Education have been severely constrained by destroyed infrastructure, scarce resources, and ongoing insecurity.

Why This Matters Beyond Gaza

When an entire generation loses access to education:

  • Entire economies lose future professionals
  • Communities lose rebuilding capacity
  • Political stability becomes harder to achieve
  • Human rights, including dignity and autonomy, are undermined

Gaza’s children are not only Palestinian future workers and citizens. They are part of the global Muslim community, and their loss echoes in every society that values human potential.

Their right to education is universal, and its denial is not a local tragedy but a global failure.

Continue Reading
Advertisement

Trending