"she said", or who "achieved this in the past in the
stories of Anglo-Indian military valour", or "which person
made stirring speeches" could not, by itself, yield all
the information that was needed. The historical study
might yield a number of established facts. These
established facts had to be analysed. The researcher also
wanted new facts, new evidence and information about the
present.
The traditional history of the Anglo-Indian community is
filled with stories of military bravery and leadership on
the fields of battle. This made excellent reading about
the community's commitment not only to the British Raj but
to the Indian Government. But, it does nothing for a poor
Anglo-Indian who has a leaky roof, no oil for a light,
wears second-hand clothes, walks barefoot and has no hope
for the future. (14)
The researcher wanted to talk to Anglo-Indian children and
their Indian friends in classrooms in Anglo-Indian schools.
She wanted to meet Anglo-Indian teachers, Principals of
Anglo-Indian schools, Anglo-Indian social workers and
politicians. She wanted to live with Anglo-Indians in
their homes in different Indian cities. It was here where
the researcher had to pause and think about the financial
undertaking of this research. In order to finance the
research, it had to be conducted as a part-time study.
British Anglo-Indians who had voiced their opinion about
the community in India made statements which strengthened
the researcher's resolve to visit India. It was the hope
that such an exercise, coupled with careful data collecting
techniques, would enable the researcher to gain some
insight into disadvantage. The results from the field
study, alongside those from the historical study of the
community form the main part of this thesis.
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