Politics of education in colonial India / Krishna Kumar.

By:

Krishna Kumar [author.]

Language: eng- Publication details: New Delhi : Routledge, 2022.Description: xii, 248pISBN:

9781138566989

Subject(s):

DDC classification:

379.5409034 KUM-P

Summary: In retracting from the popular view that India’s modern educational policy was shaped almost entirely by Macaulay, this incisive work reveals the complex ideological and institutional rubric of the colonial educational system. It examines its wide-ranging and lasting impact on curriculum, pedagogy, textbooks, teachers’ role and status, and indigenous forms of knowledge. Recounting the nationalist response to educational reforms, the book reinforces three major quests: justice as expressed in the demand for equal educational opportunities for the lower castes; self-identity as manifest in the urge to define India’s educational needs from within its own cultural repertoire; and the idea of progress based on industrialization. An exceptional contribution to educational theory, including a nuanced discussion of caste, gender and girls’ education, this book will be invaluable to teachers, scholars and students of education, modern Indian history and sociology of education, and policy makers.

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Previous	379.54 PRI-C Contested Politics of Educational Reform in India	379.54 SEM- Seminar on National Knowledge Commission: a futuristic view	379.5409 AYY-H History of education policymaking in India 1947-2016	379.5409034 KUM-P Politics of education in colonial India /	380.0954 MAR; Markets and marketing in North India	380.102454 MAZ-S Shoveling smoke: advertising and globalization in contemporary India	380.1029 DIS- Dissertation papers	Next

Includes bibliographical references (pages 221-231) and index.

In retracting from the popular view that India’s modern educational policy was shaped almost entirely by Macaulay, this incisive work reveals the complex ideological and institutional rubric of the colonial educational system. It examines its wide-ranging and lasting impact on curriculum, pedagogy, textbooks, teachers’ role and status, and indigenous forms of knowledge. Recounting the nationalist response to educational reforms, the book reinforces three major quests: justice as expressed in the demand for equal educational opportunities for the lower castes; self-identity as manifest in the urge to define India’s educational needs from within its own cultural repertoire; and the idea of progress based on industrialization. An exceptional contribution to educational theory, including a nuanced discussion of caste, gender and girls’ education, this book will be invaluable to teachers, scholars and students of education, modern Indian history and sociology of education, and policy makers.

English.

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