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In Rethinking Radical Education practitioners, researchers and activists offer a critical assessment of contemporary and historical forms of radical education. They place the radical tradition in a historical context and reflect on its real strengths and achievements as well as its limitations. anti-racism, peace education, world studies and environmental studies - and ask what their achievements have been. Of course, there is the recognition that radicalism is not the sole property of the left - much of the New Right's thinking on education is revolutionary. This collection, while honouring the life work of Brian Simon, provides a re-evaluation and reformulation of education as we enter a new political era.
The Business of Empire assesses the domestic impact of British imperial expansion by analysing what happened in Britain following the East India Company's acquisition of a vast territorial empire in South Asia. Drawing on a mass of hitherto unused material contained in the company's administrative and financial records, the book offers a reconstruction of the inner workings of the company as it made the remarkable transition from business to empire during the late-eighteenth century. H. V. Bowen profiles the company's stockholders and directors and examines how those in London adapted their methods, working practices, and policies to changing circumstances in India. He also explores the company's multifarious interactions with the domestic economy and society, and sheds important new light on its substantial contributions to the development of Britain's imperial state, public finances, military strength, trade and industry. This book will appeal to all those interested in imperial, economic and business history.
'Civilizing Missions in Colonial and Postcolonial South Asia' offers a series of analyses that highlights the complexities of British and Indian civilizing missions in original ways and through various historiographical approaches. The book applies the concept of the civilizing mission to a number of issues in the colonial and postcolonial eras in South Asia: economic development, state-building, pacification, nationalism, cultural improvement, gender and generational relations, caste and untouchability, religion and missionaries, class relations, urbanization, NGOs, and civil society.
How did upstart outsiders forge vast new empires in early modern Asia, laying the foundations for today's modern mega-states of India and China? In How the East Was Won, Andrew Phillips reveals the crucial parallels uniting the Mughal Empire, the Qing Dynasty and the British Raj. Vastly outnumbered and stigmatised as parvenus, the Mughals and Manchus pioneered similar strategies of cultural statecraft, first to build the multicultural coalitions necessary for conquest, and then to bind the indigenous collaborators needed to subsequently uphold imperial rule. The English East India Company later adapted the same 'define and conquer' and 'define and rule' strategies to carve out the West's biggest colonial empire in Asia. Refuting existing accounts of the 'rise of the West', this book foregrounds the profoundly imitative rather than innovative character of Western colonialism to advance a new explanation of how universal empires arise and endure.
The history of education in India under British rule is a subject of profound significance, reflecting the complex interplay between colonial imperatives and indigenous aspirations. This book aims to provide a comprehensive examination of the major educational reforms introduced by the British and their lasting impacts on Indian society. The journey of exploring this topic has been both challenging and enlightening. It began with a deep curiosity about how colonial powers shaped the educational landscape of their colonies and evolved into a systematic analysis of the policies, their implementations, and their far-reaching consequences.
Curriculum Studies in India examines Indian scholars in dialogue regarding their intellectual life histories and subjective investments in their field. With chapter introductions by William Pinar, scholars explore their intellectual history and present circumstances of curriculum studies in India, emphasized by their own engagement and research. These works demonstrate the rapidity and scale of economic growth today, and how it creates conflict, dislocation, inequality, and "echoes" of a colonial past now present in globalization. Pinar and his contributors conclude that historical (dis)continuities, cultural conflict, economic globalization, and political tension characterize the present circumstances of curriculum studies in India.
Inglorious Empire' tells the real story of the British in India from the arrival of the East India Company to the end of the Raj, revealing how Britain's rise was built upon its plunder of India. In the eighteenth century, India's share of the world economy was as large as Europe's. By 1947, after two centuries of British rule, it had decreased six-fold. Beyond conquest and deception, the Empire blew rebels from cannon, massacred unarmed protesters, entrenched institutionalised racism, and caused millions to die from starvation. British imperialism justified itself as enlightened despotism for the benefit of the governed, but Shashi Tharoor takes on and demolishes this position, demonstrating how every supposed imperial "gift" - from the railways to the rule of law -was designed in Britain's interests alone. He goes on to show how Britain's Industrial Revolution was founded on India's deindustrialisation, and the destruction of its textile industry.
This book is written to meet the requirements of the new B.Ed., and M.Ed., syllabus based on the common core for Tamilnadu and other state university. This book focus on education in ancient Indian, middle India, east Indian company, education under British rule, national integration, international understanding, political police of Indian, economic in education, Indian constitutional provisions on education, - political policy of education in India. This book useful for post graduate and graduate students and teachers’ educators.