The name is absent

schools in Tamil Nadu and the Punjab.

In post-Independent India, the community's ethnicity has
changed because emigration depleted the community's numbers
and Anglo-Indians have intermarried with non Anglo-Indians.
The Anglo-Indian's ethnicity should no longer be taken at
face value but must be related to the large social matrix
of the dominant Indian society. (29)

So, each new ethnic group gained its own internal strengths
and weaknesses from the prejudices and exclusionary
practices of Colonial society and post-Independent Indian
society. These new ethnic Anglo-Indians fulfil the
criteria in the definition of an Anglo-Indian in the
Constitution of India. Thus, in post-Independent India
each of these ethnic groups scattered all over India,
developed a new ethnicity, which is reflected in the
Anglo-Indian schools and their language and religious
educational curriculum.

This new ethnicity was found in a growing appreciation for
their historical roots and an awareness of social power.
There was a sense of being condescended to and a growing
disaffection regarding those to whom one should defer, that
is, the old guard in the community. The new ethnicity is
a developing, common culture which has created the new
ethnic Anglo-Indian. This new ethnicity has a quality
which has developed new characteristics (30) of the
Anglo-Indian in post-Independent India.

Therefore, the new ethnicity will affect the curriculum for
Anglo-Indians, and the way in which the curriculum is
delivered to Anglo-Indians. For example, the learning of
Indian languages is of paramount importance for
Anglo-Indians in the nineties.

The schools have a role to play in ensuring that the new

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