The name is absent

change to accommodate the reality of life in
post-Independent India.

3. The relevance of size and ethnicity to education

The empirical data which educational policy makers in the
community could use to view the community in a realistic
way could create an open, decentralized structure which
would reduce a significant influence by an elite. The data
could affect not only Anglo-Indian educational issues but
also social, economic and political ones. The empirical
findings offer all Anglo-Indians a more participatory role
in decision-making. (23)

Size and ethnicity was linked to reviewing educational
policy and creating a new educational agenda which would
reduce disadvantage and increase access for Anglo-Indians
to their own schools. The groups and associations which
are responsible for the management of Anglo-Indian schools
need to understand the infusion of diversity from Indian
society. The process of change from merely learning
English and Christian Doctrine in the schools needs to be
shifted to the economic, social and educational interests
of the Anglo-Indian community.

The change has created the "new ethnic" Anglo-Indian. The
new ethnicity has still

. . . retained the character or quality of an
ethnic group. (24)

But, the emphasis has now changed, and this new ethnicity
should be reflected in the new educational agenda of
Anglo-Indian schools.

This policy would provide the framework for curriculum

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