liaisons were short-lived. Power may be analyzed in terms
of its weight, domain and scope. The keyword is power, and
in general, one understands power as the "chance of a man
or a number of men to realise their own will in a communal
action even against the resistance of others." (73)
All these groups and associations of Anglo-Indians face the
pressing problem of accountability and participation in the
Anglo-Indian educational system. These are notions which
are located within democracy. Democracy by its very nature
has accountability built into its framework - at least that
is the theory.
Anglo-Indians are represented in Parliament and in the
state legislatures . These representatives are nominated by
the President of India and the Chief Ministers of the
states respectively. However, since Independence there is
a growing concern that the Members of Parliament have
insulated themselves from the Anglo-Indian community.
Consequently they have failed to respond to those whose
needs they are supposed to serve.
Efforts have been made to seek Members of Parliament who
are not members of the powerful All-India Anglo-Indian
Association. These viewpoints have been discussed by the
various associations. The researcher conducted a
correspondence with the associations in India. Information
about the associations are contained in this correspondence
and the findings of the field study conducted in India in
1990 detailed in Chapter 6.
The Anglo-Indian educational system is the "social
instrument" of the community. It is the "distributor of
life's chances" and the schools act the part of a "cultural
transmission of values". (74) The Anglo-Indian political
and educational system is locked into its community's hopes
and aspirations for its future survival.
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