ABSTRACT
This chapter interrogates the educational policy regimes with a view to reveal the nature of subjectivities it authorises for Muslim girls. It considers ways in which educational policies and programmes within the ambit of the equalities framework constitutes and normalises the subjectivities of Muslim girls as economically subordinate and culturally different. By comparing measures of recognition and redistribution embedded in the recent educational policies and programmes-Sarva Siksha Abhiyan, Right to Education Act and Pre- and Post-Matric Minority scholarships, it make the case that the policy regime is largely driven towards surface-level measures of recognition at the expense of redistribution. In doing so, it is argued that policies of education actively construe Muslim girls as subjects of cultural ‘differences’ while down-playing the issues of educational access, quality and negative experience of Muslim girls within educational setting.
