One of the main ideas being pursued in this chapter and in
the thesis as a whole is that, Anglo-Indians had been
isolated from mainstream Indian culture in their schools.
Anglo-Indians were not encouraged to learn Indian languages
or understand India's religions.
The unavoidable outcome of this historical interpretation
is that Anglo-Indians continue to be marginalised and
rarely hold decision-making power in elite professional
occupations. There have been no educational alternatives
which addresses these basic facts. There was no
organization: although, there were many Anglo-Indian
organizations. There was no national policy of educational
integration for Anglo-Indians.
By 1990, without exception, the Anglo-Indian schools were
instrumental in shaping attitudes to education in the
community. These could be attributed to the culturally
loaded ethos of the school. Covert rather than overt class
bias had been further identified in the expectation of
teachers. This resulted in Anglo-Indians being
differentially tracked into educationally terminal
compensatory vocational education.
By 1990, Anglo-Indian students had inherited a culture of
poverty and failure in their own schools. Academically
successful and wealthy Indian students had created a facade
phenomenon of success in Anglo-Indian schools. By 1990,
the schools were more accountable to the Indian students
than to the Anglo-Indian students. Accountability is a
legitimate demand of the National Policy in Education
(1986) and so is participation.
A situation of disadvantage has been identified in this
chapter. It is the interpretation of this chapter that,
innovation is required of Anglo-Indian schools to change
the internal organisation of the delivery of the language
149