The name is absent

Anglo-Indians as coordinate bilinguals. The schools had
not exploited the potentialities of Anglo-Indians to enter
higher education and to get an

... opportunity to escape from the limitations
of the social group in which he was born and
to come into living contact with a broader
environment. (41)

It is argued that the motivational system of the Anglo-
Indian classroom, whose teachers have low expectations of
Anglo-Indian students, needs to be rethought.

The next section describes the incompatibility of language
education and pre-vocational compensatory education for
Anglo-Indians .

4. Pre-vocational compensatory education: An educational
agenda for continuing subordinacy in jobs

By 1990, Anglo-Indians were still struggling with the
image of the nineteenth century schools which encouraged
them to learn skills and a trade for subordinate jobs (c.f.
discussion above Ch. 2 p.63 and Ch. 3 p.90) A number of
Anglo-Indians including teachers and students stated that
Anglo-Indians were good with their hands (42) or were good
in sports and "bag nearly all the prizes". (43)

Anglo-Indian women respondents commented on the
compensatory vocational skills which were being offered in
schools .

... we failed in classes because of the
language problem, and it seemed the next best
thing for the school to set our sights on the
beauty businesses. (44)

By this, she meant hotel and catering, hairdressing and

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