The name is absent



If, the community could agree on "who" is an Anglo-Indian,
it might have a clearer sense of its own identity. It
would be able to establish itself as a cohesive whole.
This solidarity would enable the community to successfully
face the challenges of modern India.

The structure of the chapter is:

(i)        The empirical data: Size and ethnicity

(ii)      The relevance of size and ethnicity to education

(iii)     The post-1947 ethnic Anglo-Indian:   Keralite

Anglo-Indians and Meghalayan Anglo-Indians

(iv)       Conclusions.

2. The empirical data: Size and ethnicity of the Anglo-
Indian community

In 1990, during the field study, all adult respondents were
asked:

What is the size of the Anglo-Indian Community
in India today?

The question was always followed by a brief silence. The
responses fell into five distinct categories:

(i)        Complete surprise followed by silence.

(ii) Another question was asked as a reply. For
example,

Why do you need to know?

Or,

Is this a necessary question, after all, what
has the size of the community got to do with
education?

(iii) Single words were used to dismiss the question

204



More intriguing information

1. Nach der Einführung von Arbeitslosengeld II: deutlich mehr Verlierer als Gewinner unter den Hilfeempfängern
2. The name is absent
3. Assessing Economic Complexity with Input-Output Based Measures
4. Structural Conservation Practices in U.S. Corn Production: Evidence on Environmental Stewardship by Program Participants and Non-Participants
5. The name is absent
6. Proceedings from the ECFIN Workshop "The budgetary implications of structural reforms" - Brussels, 2 December 2005
7. A Multimodal Framework for Computer Mediated Learning: The Reshaping of Curriculum Knowledge and Learning
8. Sectoral specialisation in the EU a macroeconomic perspective
9. The name is absent
10. Group cooperation, inclusion and disaffected pupils: some responses to informal learning in the music classroom