Indigenous Pedagogy and Cultural Continuity: The Role of Pallidars in Shaping Malabari Muslim Identity

Hassan Shareef

doi:10.63120/jise.v5i1.164

Authors

Hassan Shareef
SAFI Institute of Advanced Study (Autonomous), India

DOI:

https://doi.org/10.63120/jise.v5i1.164

Keywords:

Indigenous Islamic pedagogy, Pallidars education, Mappila Muslims, heritage preservation

Abstract

This study primarily aims to investigate Pallidars, the traditional Islamic higher education system of Malabar, India, focusing on its role in preserving Islamic heritage and shaping regional Muslim identity. The research framework is based on an indigenous theoretical perspective followed by a qualitative research design. The methods of data collection included the participant observation of Pallidars education practices, textual analysis of Arabic and Arabi-Malayalam manuscripts and interviews with stakeholders. The results reveal that the system effectively preserved and transmitted essential Islamic knowledge in the region, creating a unique regional Islamic culture connected to the wider Muslim world and the system provided accessible and affordable education to all sections of society. These findings demonstrate the Pallidars system’s adaptability and enduring influence in preserving Islamic heritage and shaping Malabari Muslim identity.

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