India Goes to School pp 23-41 | Cite as
Formal Education: Alphabets of Reforms and Escape
Abstract
Nineteenth century occupies an important place in the narrative of formal education in India for it led to the spread of Western education as well as the institutionalisation of modern Indian languages. As the project of formal learning took root, a number of necessary components came together to constitute it in concrete terms. Introduction of several institutions, their administration, financial arrangements, teacher preparation and the development of curricula became the elements of the transplant. In this chapter, I pay attention to the indigenisation of education policy and institutions in nineteenth century and contestations that it generated. In many ways, formal education became the central entity around which debates of Indian and the other, deshi and videshi, learning to serve and protect played out. An attention to the development of policy, its import, setting up of institutions and the elements from “above” that work towards establishing a system have been part of the political economy of colonial expansion. These relations are also part of the culture and knowledge exchange between Britain and India, the spread of modern education and how it is embedded in the relations of caste, class and gender. Politics of education articulated in the context of caste power, patriarchy and gendered practices is critical to understand the negotiations and contestations carried out by various actors.
Keywords
Western learning colonialism policy production indigenous education Jotirao Phule RamabaiReferences
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