This article analyses the ideological uses of formal education in a community of Chamars (former 'Untouchables' or Dalits) in northern India. In particular, it focuses on the ways it is deployed for selfand community improvement. Education is especially needed to forge an alternative to the inherited, essentialized, and derogatory Chamar identity. Furthermore, recent anti-establishment political mobilization amongst the low castes in northern India has provided new impetus for accelerating identity change. In order to grasp the nature and extent of Chamar social transformation, I explore notions of the past, aspects of ritual, and folk theories of socialization. Drawing from these, an underlying protean self and community substance emerges in which the remaking of the present is tied to the remaking of the past. Against this backdrop, I show the contradictory nature of the effects of education. On the one hand, there is the constructed and shared 'educated' substance which acts as a unifying force amongst the Chamars vis-à-vis outsiders. On the other, education as an individualizing experience and related processes of upward mobility fragment the community body politic, leaving the 'liberating' effect of education embedded in the production of new inequalities.Hindus often blame the Kali Yuga (the last of the four ages of the world) for the occurrence of things that do not follow the rules of dharma (moral order) and lead the world towards degeneration, but this belief does not seem to find an echo amongst a community of Chamars, living in the village of Manupur in the large northern Indian state of Uttar Pradesh (UP). Manupur Chamars tend to see things differently. When they speak about their own community and society at large, their conversations are replete with words like sudhar (improvement, social reform) and vikas (development). This terminology refers to an idea of progress -more certainly social than materialand suggests a different picture from the degradation implicit in the Kali Yuga.The Chamar evolutionist view of time, expressed by underlying ideas of reform and progress, points to the way in which informants value the present over the past. 1 Formal education lies at the heart of this dichotomy. Significantly, Manupur is situated in the outskirts of the city of Banaras, 2 a place renowned for Hindu religion as well as for education and learning, with three famous universities attended by students from all over India as well as by Manupur Chamars. The Chamars are the largest caste community amongst Dalits, spreading, under different names and subcastes, through most