Colonial Education and India 1781-1945

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Bird's Eye
Bird’s Eye
Bombay (Mumbai)
British imperial policy
Calcutta (Kolkata)
Calcutta University
Cambridge Committee
Cambridge Mission
Caste
Category=GBC
Category=JNA
Category=NH
Category=NHTB
Category=NHTQ
Central Advisory Board
Christianity
Colleges
colonial administration
Delhi
Delhi College
Direct Moral Instruction
Domiciled Community
Eastern Bengal
Education
educational reform India
Empire
Empirical Education
English education
eq_bestseller
eq_history
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Fine Day
Governance
High School Stage
Hinduism
Ideology
imperial policy
India Education
Indian Education Commission
Intermediate Colleges
Islam
language instruction debates
Madras (Chennai)
Matter Reference
Missionary Educational Institutions
National Library
Nationalism
Native College
primary sources Indian education history
Ris Ing Generation
school-to-university journey
Schools
Stephen's College
Stephen’s College
technical education
Universities
university curriculum development
vocational education
vocational training history
Young Men
Zamindar

Product details

  • ISBN 9780815380825
  • Weight: 498g
  • Dimensions: 156 x 234mm
  • Publication Date: 20 Sep 2019
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Hardback
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This 5-volume set tracks the various legal, administrative and social documentation on the progress of Indian education from 1780 to 1947. This third volume features commentaries, reports, policy documents from the period 1911-1945.

The documents not only map a cultural history of English education in India but capture the debates in and around each of these domains through coverage of English (language, literature, pedagogy), the journey from school-to-university, and technical and vocational education. Produced by statesmen, educationists, administrators, teachers, Vice Chancellors and native national leaders, the documents testify to the complex processes through which colleges were set up, syllabi formed, the language of instruction determined, and infrastructure built. The sources vary from official Minutes to orders, petitions to pleas, speeches to opinion pieces.

The collection contributes, through the mostly unmediated documents, to our understanding of the British Empire, of the local responses to the Empire and imperial policy and of the complex negotiations within and without the administrative structures that set about establishing the college, the training institute and the teaching profession itself.

Pramod K. Nayar is teaches at the Department of English, University of Hyderabad, India