Tata Institute of Social Sciences, Mumbai M.A Elementary Education (2014-2016) Assignment-1 1. Krishna Kumar has argued that “Orientalism and Anglicism appear to be two faces of the colonial enterprise, rather than forces in conflict” (Kumar, Krishna, 2005, Appropriate Knowledge, pp: 71). Explain your agreement or disagreement with Krishna Kumar by providing arguments and suitable examples drawn from different readings, minute by Macaulay and letter by Wilson and the discussions in the class. (2000-3000 words) Subject:-History of Education Guided by:-Prof. Pushpendra Singh Prepared By: - Veji Chavda Enrolment no:-M2014EE032 “Orientalism and Anglicism appear to be two faces of the colonial enterprise, rather than forces in conflict” …show more content…
Bengali 'Bhadralok' and Educational Development in 19th Century Bengal, Economic and Political Weekly 28 may 1988 2) Kumar, Krishna (2005), ‘Chapter 3, Appropriate Knowledge’, in Political Agenda of Education: A Study of Colonialist and Nationalist Ideas. Second Edition. New Delhi: Sage, pp: 49-72. 3) Macaulay, T. B. (1999). 'Minute Recorded in the General Department by Thomas Babington Macaulay, Law Member of the Governor-General's Council', Dated 2 February 1835', in Zastoupil, Lynn and Moir, Martin (Ed.) the Great Indian Education Debate: Documents Relating to the Orientalist-Anglicist Controversy, 1781-1843. Surrey: Curzon Press, pp: 161-173.(www.acadmia.edu) 4) Sirkin, Natalie Robinson and Sirkin, Gerald. The Battle of Indian Education: Macaulay's Opening Salvo Newly Discovered, Victorian Studies, Vol. 14, No. 4 (Jun., 1971), pp. 407-428. (www.acadmia.edu) 5) Wilson, H. H. (1999). 'Letter from H. H. Wilson to the Editor of The Asiatic Journal Concerning the 'Education of the Natives of India', Dated 5 December 1835', in Zastoupil, Lynn and Moir, Martin (Ed.) The Great Indian Education Debate: Documents Relating to the Orientalist-Anglicist Controversy, 1781-1843. Surrey: : 205-22 (www.academia.edu) 6) Discussion in
Cricket in some ways was a unifying force for the various classes in India as well as the relationship between Great Britain and India. As seen in Document 2, an Indian cricketer was invited to “...join the Sussex team,” that was a team from European country. This shows some equality between n...
Stensland, Anna Lee. “Indian Boyhood by Charles A. Eastman’” The English Journal 66, no. 3 (1977): 59.
Smith, Paul Chaat. 2009. Everything You Know about Indian Is Wrong. Minneapolis: Unviersity of Minnesota Press. Print.
James, Lawrence. Raj: The Making and Unmaking of British India. New York: St. Martin's, 1998. Print.
In colonial times, the English settlers faced several issues with the Indians that inhabited the land before the English landed to establish colonies. Among these issues were communication and maintaining peace. This is proven through two distinctive Indian cultures. One of them led by Powhatan and the other led by Metacom. By comparing the two tribes, it will be clear that throughout the 17th century, Indian and English relationships differed because of the treatment of the Indians by the English and the communication between the two parties.
“The contact of two races so dissimlar in character, in culture, and institutions, as the English and the Indian, raises the problem of the contact of cultures in its most acute forms” (Spear, 22). The problem in India was complicated by numerous factors. The strangeness of the environment, the differences in the national character of the two groups and the differences in the social and political institutions, were the few that played an im...
Marshall, Peter. "British India and the 'Great Rebellion'." History. BBC, 17 Feb. 2011. Web. 24
Said, Edward W. 1978. "Orientalism." In Studies in Culture: An Introductory Reader, ed. Ann Gray and Jim McGuigan. London: Arnold, 1997, pp. 42-53.
The decision to grant independence to India was not the logical culmination of errors in policy, neither was it as a consequence of a mass revolution forcing the British out of India, but rather, the decision was undertaken voluntarily. Patrick French argues that: “The British left India because they lost control over crucial areas of the administration, and lacked the will and the financial or military ability to recover that control”.
On the topic of “orientalism”, Edward Said is certainly not lacking in opinions. His understanding is that when the Europeans created a division between the western and eastern worlds, the western, civilized nations came to be called the occident, and the eastern, less civilized nations were thus referred to as the orient. Said saw a concern however, when the Europeans began generalizing those attributes which they associated with the orient, and then including them in scientific findings and media which would be seen by and thus influence the ideas of the western world. As a result of his understanding of orientalism and his strong arguments against the Western bias, Said is often seen as either a powerful corrective to this bias or a hindrance to open discussion on the topic. Though I cannot say that I wholly agree with either side, I would argue that Edward Said does more to hinder open discussion than he does to correct the bias, which is both evidenced in his own writings as well as those of his dissenting contemporaries. One thing that no scholar can deny is that “Edward Said’s...
Fitting Said’s vision of Orientalism into post colonial theory is a fluid meeting of social discourse. As post colonial theory demands a “constant redefinition of both “politics” and “culture” in a rapidly globalizing world,” Said also questions how cultural power and privilege determines modern identity (Nealon and Giroux, 149). Said’s dialogue of “Oritentalism” demands a new look at history and the colonial processes imprinted upon so many peoples. It opens and engages discourses of racism and socio-economic inequality, and intrinsically asks how post-colonial theory translates into our lives today.
John MacLeod also explores this division in Beginning Postcolonialism. He argues that “[f]undamental to the view of the world fashioned by Orientalism is the binary division it makes between the Orient and the Occident” (49). The dualism exists is the cause that the presence of the Orient is able to “define Europe (or the West) as [the Orient’s] contrasting image, idea, personality, experience” (Said 1-2). Consequently, the existence of the Orient has its necessity for the Occident. MacLeod addresses that “[t]he Orient is conceived as being everything that the West is not, its ‘alter ego’. Each is assumed to exist in position to the [O]ther(O capital or not?),
We have, in this paper, tried to discuss how colonization, thanks to Macaulay’s Minute has impacted the educational system in India over the past few centuries and the need to restructure the English education in India. It has been observed that introduction of Indian writings in English in addition to the original English writings to a large extent can help us learn English well.
Because there are have been so many dropouts the Indian government has created incentives such as food to encourage students to stay. There are many disagreements on the philosophy of Gandhi’s teachings. However, as he is one of India’s most loved hero’s, many schools have attempted to implement Gandhi’s teachings or their understanding of his teachings. Education is a tool of change and India is definitely changing. This essay will explore the extent to which British colonial rule and Gandhi’s educational thoughts are present in Indian education today. Through analyzing the history and present role of these educational contributors this essay will delve into understanding the ways in which these educational practices are being implemented and how that compares its original intent. What is education like in India today and who contributed more to the current system?
Every postcolonial countries faces some inherent problems left behind by colonialism. Assam, a state of India is no exception of it. Assam as said by many is the ‘melting pot of culture of various ethnic groups and tribes’. In the post-colonial Assam, this melting pot however, came in such an environment that the pot is being broken by some external forces. The forces have its genesis in the colonial rule. Regarding the identity crisis in postcolonial Assam Nandana Dutta has given a very useful argument. She argued that ‘the identity problem here in Assam, as in many post colonial nations where the structure and imaginative model of the nation-state have been the result of colonialism, lies in the effort to integrate many ethnicities into the homogeneities of the nation-state.’1 In this paper, therefore, attempt will be made to highlight how the colonial policy later in the post-colonial period helped in arising the questions of identity and ethnicity in Assam.