The historiography of British imperial education policy, Part I: India

Whitehead, Clive

doi:10.1080/00467600500065340

Cited by 44 publications

(21 citation statements)

References 12 publications

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“…Rupert Wilkinson (1964) has offered a brilliant comparison of training for leadership in the public schools, in counterpoint with the Chinese literati. Overall, again as might be expected, the bibliography on education in imperial India -that, is just on India and just on education -is impressively large (Whitehead, 2005 It is clear, from journals such as Paedogogica Historica and a basic bibliographic search, that similar literatures are available in a range of other languages for a range of other Empires (as the articles in Portuguese and Spanish in this monograph section also illustrate). Thus, there is a great deal of existing material against which to put basic questions, such as what kinds of 'education' were distributed within Empires, to whom, and why and how were these forms of education distributed?…”

Section: Ways To Think: Comparative Education and Empiresmentioning

confidence: 81%

Comparative Education and Empires

Cowen

2018

REEC

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There is a very large literature on Empires. There is a large literature on education and empires. However, there is only a small literature within comparative education on empires. Why? Given the numbers of people whose education was affected by Empires, given the stated intentions of those who created empires and imperial education systems, given the harmonies and tensions in most empires between politics and religion which played out in educational systems, and given some of the obvious differences between, say, the British, Dutch, French, Portuguese, Russian, Spanish and Soviet Empires and their discourses and practices in education, the silence is loud. This article will, first, reflect on the ways in which changes in 'comparative education' helped to construct that silence. Second, it will trace a more recent change in comparative education which opens up the possibility to re-assess Empires as a core theme of work, not just in the 'history of education' but in comparative education. That argument is pursued fully in the third section of the article. The conclusion notes yet another change in the political positioning of comparative education as a university subject and suggests that, despite new obstacles, empires ought to be a topic in our future and not just in our past.

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Section: Ways To Think: Comparative Education and Empiresmentioning

confidence: 81%

Comparative Education and Empires

Cowen

2018

REEC

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“…This literary influence clearly resonates with the effects intended by the architect of Colonial Britain's Educational Policy in India, Thomas Macaulay, who in 1835, declared, 'we must do our best to form a class… of persons Indian in blood and colour, but English in taste, in opinions, words and intellect' (Hall, 2008). In extolling the benefits of this policy, in 1846 Macaulay offered a toast, 'To the literature of Britain … which has exercised an influence wider than that of our commerce and mightier than that of our arms' (Whitehead 2005). English literature thus became an integral part of the education of many Indians, though in 1921, day-to-day administration was devolved to provincial governments who assumed formal responsibility for most aspects of education policy.…”

Section: Travelling Imaginaries: Postcolonial Literary Tourism and Momentioning

confidence: 99%

Consuming colonial imaginaries and forging postcolonial networks: on the road with Indian travellers in the 1950s

Edensor

Kothari

2018

Mobilities

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Drawing on an extended road trip from England to India undertaken by two Indian travellers in the 1950s, this paper challenges the dominant travel stories and Eurocentric academic accounts that persistently privilege western tourists. Focusing upon the literary desires that shaped their British itinerary and a dramatic encounter in Egypt, we highlight two distinctly different experiences that emerged during their journey. We demonstrate how a swirl of larger historical events and processes marked the time in which they travelled, with the encounters, places and incidents they experienced informed by the dissipation of colonial alliances and the emergence of postcolonial connections.

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“…In reality the day-to-day administration of education was devolved to the various Indian provincial governments. In 1921, constitutional changes brought about by the Government of India Act of December 1919 resulted in provincial governments being popularly elected for the first time and henceforth assuming formal responsibility for most aspects of education policy (Whitehead, 2005, p. 318). At first, the private joint-stock East India Company (Golant, 1975) controlled Western education in British India whose curriculum included Oriental culture and science (Whitehead, 2005). The educational system maintained religious neutrality, which prevented the governmental endorsement of Christian missionary education.…”

Section: Western Education In Indiamentioning

confidence: 99%

The Theological Misappropriation of Christianity as a Civilizing Force

MisirHiralall

2017

Journal of Research on Christian Education

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The theological misappropriation of Christianity as a civilizing force occurs when individuals convert to Christianity due to deception that ignores the faith-based aspect of Christianity. The history of Western education in India illustrates the hidden curriculum that Christian missionaries employed to disrupt the Indian educational system. This unnerving pedagogy points to the need for a postcolonial theoretical framework that relates the inescapable hybridity of religion and culture where Orientalism has the potential to occur. To press the ongoing urgency of this discussion, I convey how the history of British India connects to my lived-reality as an American Hindu. Overall, I point to hybridity as a lived paradox of ambiguous conflict that embraces interfaith relations. I offer implications for Christian missionaries today to foster authentic interfaith connections without engaging in colonizing ideologies.

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The historiography of British imperial education policy, Part I: India

Cited by 44 publications

References 12 publications

Comparative Education and Empires

Comparative Education and Empires

Consuming colonial imaginaries and forging postcolonial networks: on the road with Indian travellers in the 1950s

The Theological Misappropriation of Christianity as a Civilizing Force

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