The name is absent

The Indians learned English, a state or regional language
and Hindi. The Anglo-Indians learned English as language
two, a state or regional language and Hindi as language
one. Anglo-Indian students dropped out of secondary
education. The productive processes of the Anglo-Indian
schools were producing positive results for the Indians but
negative results for Anglo-Indians. (76)

The chapter outlined the expansion of Anglo-Indian schools
by Christian missionaries in British India and Anglo-Indian
politicians and entrepreneurs in independent India. In
British India the expansion was linked to Christian
missionary zeal to spread the faith. In independent India
the expansion was sparked by demographic changes due to
emigration.

By 1990, the dual curriculum of Christianity and ethics was
taught separately to Christians and non Christians.
Christianity was not taught in the schools during the
school timetable but during a "hurried half-hour snatched
either before or after school". (77) The religious
educational policy of Anglo-Indian schools produced a non-
integrative educational experience for Anglo-Indians.

Educational disadvantage cannot be attributed to the
educational policies of the Government of India. The
various Education Commissions have supported the rights of
the Anglo-Indian community to administer and maintain their
own schools. The Anglo-Indians have significantly failed
to grasp these opportunities and make use of this support.

Certainly a dramatic and visible shift of Anglo-Indian
educational policies and resources to support Anglo-Indians
in their own schools was never made. The schools justified
a social order which validated Anglo-Indian failure.

148

<<   145   146   147   148   149   150   151   >>

More intriguing information