The name is absent

ISSUE ONE

The size and ethnicity of a community which is unable to
establish itself as a cohesive whole. It is internally
divided as to its constituent membership, that is, who IS
an Anglo-Indian? This is most clearly revealed by the
continuing inconclusive debates about the actual size of
the community. If the community could agree on this issue,
it might have a clearer sense of its own size and political
power. It could seek to implement educational policies
which would offer all Anglo-Indians greater opportunities
to succeed along with the other Indian students in Anglo-
Indian schools. This would enable the community to
successfully face the challenges of modern India.

ISSUE TWO

These English language medium schools possess a curriculum
which places undue emphasis on English as a second language
for Indian students. This occurs at the expense of
instruction for Anglo-Indians in the medium of an Indian
language. This policy, evolved when India was under
British (and English language) domination, places Anglo-
Indian students at a considerable linguistic disadvantage
in modern India. Indian students attending Anglo-Indian
schools become bilingual in an Indian language and English.
Anglo-Indians remain monolingual in English and are
ineffective communicators in an Indian language.

ISSUE THREE

Christianity is the religion of the Anglo-Indian schools.
Christianity is taught to Anglo-Indians in isolation from
the Indian students. Christianity is considered by many
other Indians as an imported religion associated with
British and European Imperialism and linked with
colonialism and oppression. There are few opportunities to

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