Abstract
Over the last ten or twelve years some local education authorities in Great Britain have made efforts to broaden the curriculum. In the early 1960s an important official committee in higher education could describe one of the aims of higher education as ‘transmission of a common culture and common standards of citizenship’, but in less than a decade another official committee on teacher training concluded that an understanding of the multicultural nature of British society should be part of the teacher’s general education.1 Since then there have been many reports, critiques, curricular and organisational changes in school and further education to reflect the multiracial and multiethnic strands in postwar British culture.2
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Notes and References
Robbins Committee, Higher Education. Report of the Committee appointed by the Prime Minister under the Chairmanship of Lord Robbins (London: Her Majesty’s Stationery Office, 1963); James Committee, Teacher Education and Training. A Report by a Committee of Inquiry appointed by the Secretary of State for Education and Science under the Chairmanship of Lord James (London: HMSO, 1972).
Swann Committee, Education for All. The Report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups (London: HMSO, 1985).
Bullock Committee, A Language for Life. Report of the Committee of Inquiry appointed by the Secretary of State for Education and Science under the Chairmanship of Sir Alan Bullock (London: HMSO, 1975) p.286.
See Linguistic Minorities in England. A Report by the Linguistic Minorities Project for the Department of Education and Science (University of London, Institute of Education, 1983).
Swann Report: ‘The Need to Challenge Racism’, pp.319–24.
National Association of Teachers of English, English in a Multicultural Society. Special issue of English in Education, 11 (1977).
Ranjana Ash, Short Stories from India, Pakistan, and Bangladesh (London: Harrap, 1980).
Carla Contractor, An Introduction to Indo-British and South Asian Literature for Teachers in Secondary Schools and Colleges (Bristol: Multicultural Centre, rev. ed. 1987);.
Najma S. Rahman, Introducing South Asian Literature into the curriculum (London: ILEA Resource Centre for Asian Studies, 1987);
John A. Welch, A Teacher’s Guide to South Asian Literature (London Borough of Waltham Forest Multicultural Development Service, 1987).
While it was encouraging to find a major publisher like Penguin reprinting Tagore’s novel Ghare Bāire (The Home and the World) with an introduction by the Indo-Anglian novelist Anita Desai in 1985, it was unfortunate that instead of commissioning a new translation they used the 1921 translation by Surendranath Tagore.
Rabindranath Tagore, My Reminiscences (Jibansmriti, trans. Surendranath Tagore). Indian Edition (London: Macmillan, 1946) pp.60–1.
Tagore, My Boyhood Days (Chhelebālā, trans. Marjorie Sykes. Calcutta: Visva-Bharati, 1940) p.43.
Tagore, Glimpses of Bengal: Selected Letters, 1885–95 (Chhinnapatra, trans. Surendranath Tagore). (London: Macmillan, 1921) pp.25–6.
Tagore, Selected Poems, trans. William Radice (Harmondsworth: Penguin, 1985).
Tagore, Collected Poems and Plays (London: Macmillan, 1958) p.66.
Tagore, Selected Poems, trans. Radice, p.62.
Ibid., pp.83–6.
Tagore, ‘An Indian Folk Religion,’ in Creative Unity (London: Macmillan, 1922) p.78.
Tagore, Gitanjali (Song-Offerings), trans, the author from various of his Bengali lyrics (London: Macmillan, Papermac reprint of 1913 edition, 1986).
Ibid., pp.59, 54.
Ibid., p.64.
Tagore, Selected Poems, trans. Radice, pp.66–7.
Ibid., pp.49, 81.
For a list of English translations of Tagore’s short stories and novels, see Katherine Henn, Rabindranath Tagore: A Bibliography (Metuchen, NJ and London: The American Theological Library Association and The Scarecrow Press, 1985).
Tagore, Personality: Lectures Delivered in America (London: Macmillan, 1917) pp.176–7, 180.
Ash, ‘Introducing South Asian Literature into the English Curriculum’, English in Education, 11 (1977) 28–9.
Tagore, Binodini (Chokher Bāli, trans. Krishna Kripalani, rev. ed. New Delhi: Sahitya Akademi, 1968) pp.150–1.
Tagore, The Broken Nest (Nashtanir, trans. Mary Lago and Supriya Bari. Madras: Macmillan India, 1973) pp.102–3.
Ibid., p.102.
Tagore, ‘Appeasement’ (‘Mānbhanjan’), in The Housewarming and Other Selected Writings, trans. Mary Lago and Tarun Gupta (New York: New American Library, 1965) p.77.
Tagore, ‘A Wife’s Letter’ (‘Strir Patra’), ibid., pp.126–7.
Ibid., p.138.
Krishna Kripalani, Rabindranath Tagore: A Biography (Oxford University Press, 1962) p.266. This edition reads ‘blessings’.
Tagore, Nationalism (London: Macmillan, 1976) p.80.
Tagore, ‘Jana Gana Mana’, India’s National Anthem. See his Poems, trans, various hands (Calcutta: Visva-Bharati, 1942) pp.68–70. The relevant stanza reads: ‘Day and night, thy voice goes out from land to land, calling Hindus, Buddhists, Sikhs, Jains, Parsees, Mussulmans and Christians round thy throne.’
Tagore, Gorā (Gora, trans. W. Pearson. London: Macmillan, 1924) p.385. See also Kopf, pp.56–7.
Ibid., p.401.
Ibid., p.406.
Editor information
Editors and Affiliations
Copyright information
© 1989 Mary Lago and Ronald Warwick
About this chapter
Cite this chapter
Ash, R. (1989). Introducing Tagore in Multicultural Education in Britain. In: Lago, M., Warwick, R. (eds) Rabindranath Tagore. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-09133-1_10
Download citation
DOI: https://doi.org/10.1007/978-1-349-09133-1_10
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-09135-5
Online ISBN: 978-1-349-09133-1
eBook Packages: Palgrave Literature & Performing Arts CollectionLiterature, Cultural and Media Studies (R0)