Colonial Education and India 1781-1945

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Bombay (Mumbai)
British imperial policy
Calcutta (Kolkata)
Calcutta University
Caste
Category=GBC
Category=JNA
Category=NH
Category=NHTB
Category=NHTQ
Christianity
Colleges
colonial education
colonial legal documents
Colonization
Common Language
debates on language policy in colonial India
Deccan College
Delhi
Disease
Education
Education Department
educational reform India
Elphinstone College
Empire
Empirical Education
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eq_history
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eq_society-politics
European Professors
Female Education
female literacy history
Female Normal School
Gopal Krishna Gokhale
Government Colleges
Government Educational
Hinduism
imperial policy
India Education
Indian education
Indian Educational Service
Indigenous Schools
Islam
London
LORD AMHERST
Madras (Chennai)
Matriculation Examination
Miss Sahib
Muhammadan Anglo-Oriental College
native perspectives education
North Western Provinces
Personal Allowances
Provincial Service
Sanscrit Language
Schools
Sudra Brethren
Superintendent Government Printing
Universities
vernacular instruction
Vernacular Medium
vocational education
Young Men

Product details

  • ISBN 9780815380832
  • Weight: 1030g
  • 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 fourth volume features commentaries, reports and policy documents from the period 1823-1920 from an Indian perspective.

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