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Gopal Krishna Gokhale, the great liberal and parliamentarian, was a key figure in the struggle for Independence. Mahatma Gandhi regarded him as his political 'guru'. This book chronicles Gokhale's meteoric rise to prominence in the Indian political scene, starting from his humble beginnings to his death in 1915. The book paints a many-hued picture of Gopal Krishna as president of the Indian National Congress, unofficial member of the opposition, active member of the central legislature, and founder of the 'Servants of India Society'. His mild temperament, eloquence and appeal to reason made him one of the more popular figures of the time. This book celebrates not just the freedom fighter and the parliamentarian who played a key role in crushing British imperialism in India, but also the man who made spirituality and goodness intrinsic parts of the struggle for freedom.
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.
When it was first published (in 1991), Political Agenda of Education was hailed as an outstanding contribution to educational theory. This thoroughly revised edition sharpens the focus and explanatory range of the original framework. In particular, the author has incorporated the complex terrain of gender and girls` education while bringing in a more nuanced discussion of caste as a factor of equality in educational opportunity. The book is divided into two parts. Part I analyzes the circumstances surrounding the establishment of a colonial system of educational administration and the implications it had for both teaching and curriculum. Part II locates educational reform within the dynamics of the three major quests of the freedom struggle: the demand for equal participation in education by the lower castes; the quest for self-identity; and the idea of progress. Krishna Kumar uses the history of ideas to develop insights which are highly relevant for the challenges facing the system of education in India and the rest of South Asia today.