The name is absent

and religion curriculum. The first will decrease the
number of Anglo-Indian failures and the second will
increase participation and understanding between Indians
and Anglo-Indians in the schools.

There seems little doubt that both Gidney and Anthony
shaped the Anglo-Indian community educationally and
politically. It is possible to argue that there is now in
India a discontinuity or a potential discontinuity where
restructuring is possible. What does seem probable is that
the opportunity window for successful training and desired
economic outcomes for Anglo-Indians may now be here in the
last decade of the century.

If, any useful reform was to take place it was essential to
ascertain the state of Anglo-Indian education at the
present time. This task was a major one in this research
and is the concern of the remaining chapters. However, at
this point in the thesis, it is important to make clear the
methodologies involved in the data collection. There is a
significant difference in the methods adopted in the first,
historical part of the thesis and the next section.

The next chapter describes the process of selecting an
effective research methodology to answer some of the
questions thrown up by the historical evidence in chapters
one to four. The methodology adopted had to provide the
researcher with empirical evidence as to whether Anglo-
Indians actually were failing in their own schools.

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