reflect upon a shared human experience of religion between
Anglo-Indians and Indians. This religious ethos has
created a non-integrative factor in Anglo-Indian schools.
(1)
In addition to these three issues, it is further argued in
this thesis that these issues have combined to produce an
education system that ensures that Anglo-Indians cannot
compete on equal terms with other Indians for jobs. They
can seldom communicate effectively and/or understand other
Indians .
This thesis also examines the role of education in the more
general social and economic disadvantage suffered by the
Anglo-Indian minority community in India. The thesis
offers some suggestions to help Anglo-Indians overcome this
educational disadvantage. Changes could be made in the
current delivery of the curriculum in Anglo-Indian schools.
It will be argued in this thesis that the roots of these
three issues can be traced in the history of the Anglo-
Indian community. This is a major factor that underlies
their socio-economic disadvantage. This community which
developed in various parts of colonial India was
encouraged, from its earliest days, to identify itself with
its colonial masters and to segregate itself from the
larger India.
Anglo-Indian history is explored in detail in Chapters 2-4
below. Even in 1990, the community had not rid itself of
this historical millstone, as its continued isolation
illustrates. Thus, in order to facilitate a knowledge of
Anglo-Indian education, it is necessary to investigate this
still largely unexplored history. This is one of the main
purposes of this thesis.
31