Education in colonial India : historical insights
著者
書誌事項
Education in colonial India : historical insights
Manohar Publishers & Distributors, 2013
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Other editors: Joseph Bara, Nandita Khadria, Ch. Radha Gayathri
Bibliography: p. [427]- 439
Includes index
内容説明・目次
内容説明
Questions like what to teach, how to teach and whom to teach have been central to debates on education in India. Colonialism has left several facts and questions open, which can be interpreted in multiple ways. Knowledge is essentially a contested term, as much as education itself is a contested terrain. Education is an important constituent dimension of knowledge society as it empowers people with requisite skills and knowledge to access productive employment. The transition from the pre-colonial, local systems to a colonial education system was, however, a multi-dimensional process, with many actors playing active roles in it. The pace of knowledge diffusion has increased particularly over the last century, but the education system in India even today is basically a legacy of the two centuries of colonial rule, with still limited and uneven access to knowledge. The collection of essays in this volume tries to address some of the issues and developments in the making of an inclusive knowledge society in colonial India, and the transmission of knowledge through agents and institutions of education in modern India from a historical perspective.
The volume traces the growth of knowledge in India in modern times and its conflict with the existing societal and religious expectations, as also of the conflict between individual and institutional ideas. It has also attempted to address the issue of social exclusion be it sectional, regional or gender oriented. Despite apparent diversity and exclusivity of the themes they are interwoven and reflect an overarching interest in broader issues, with the primary focus being on growth of a new system of education in modern India.
目次
- Introduction
- 'New' Knowledge & 'New' India: Lessons from the Colonial Past
- Reconciling Science with Islam in Nineteenth-Century India
- Bhadralok Aspirations & the Quest for Technical Knowledge (1890-1900)
- Sanskrit Learning in Colonial Mithala: Continuity & Change
- Christian Higher Education & Missionary Manoeuvres in India, 1818-1920
- Politics of Patronage & the Institutionalization of Language Hierarchy in Colonial Western India
- Popular Demand for Higher Education: The Genesis of University Education in Assam (Late Nineteenth to mid-Twentieth Century)
- The Artisan & Technical Education in Late Nineteenth- & Early-Twentieth Century India
- Vernacular & Medical Education & the Indian Medical Gazette
- Advising Indian Education: Central Advisory Board of Education 1920-1947
- Colonial Anxieties: The State Embodiment of the Female Teacher: 'Trainer', 1808-1931
- The Impact of Elite Conflict on Women's Education in Princely Mysore, 1860-1947
- Muslim Female Education Movement & Shaikh Muhammad Abdullah (1874-1965)
- Training of Maternal & Child Welfare Professionals: Demands & Constraints in Early Twentieth-Century India
- Index.
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