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The first comparative study of the spread of mass education around the world in the late nineteenth and early twentieth centuries, this unique new book uses a bottom-up focus and demonstrates, to an extent not appreciated hitherto, the gulf between the intentions of the government and the reality on the ground.
This volume brings together interdisciplinary perspectives on British colonial rule in India. It draws on sociology, history, and political science to look at key events and social process, between 1757 to 1947, to provide a comprehensive understanding of the colonial history. It begins with the introductory backdrop of the British East India Company when its ship docked at Surat in 1603 and ends with the partition and independence in 1947. A compelling read, the book explores a range of key themes which include: – Early colonial polity, economic transformation, colonial educational policies, and other initial developments; – The revolt of 1857 and its aftermath; – Colonial subjectivities and ethnographic interventions, colonial capitalism and its insititutions, – Constitutional developments in colonial India; – Early nationalist politics, the rise of Indian National Congress, the role of Gandhi in nationalist politics, and the Quit India movement; – Social movements and gender politics under the colonial rule; – Partition of India and independence. Accessibly written and exhaustive, this volume will be essential reading for students, teachers, scholars, and researchers of political science, history, sociology and literature.
The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems.
This book tells a story of radical educational change. In the early nineteenth century, an imperial civil society movement promoted modern elementary 'schools for all'. This movement included British, American and German missionaries, and Indian intellectuals and social reformers. They organised themselves in non-governmental organisations, which aimed to change Indian education. Firstly, they introduced a new culture of schooling, centred on memorisation, examination, and technocratic management. Secondly, they laid the ground for the building of the colonial system of education, which substituted indigenous education. Thirdly, they broadened the social accessibility of schooling. However, for the nineteenth century reformers, education for all did not mean equal education for all: elementary schooling became a means to teach different subalterns 'their place' in colonial society. Finally, the educational movement also furthered the building of a secular 'national education' in England.