The name is absent

CHAPTER 9

EDUCATIONAL THEORY-PRACTICE IN THE
Socio-Practical field of anglo-
INDIAN SCHOOLS

1. Introduction

The purpose of this chapter is to propose a theory-practice
model which is designed to eliminate the educational
disadvantage among Anglo-Indians in their own schools that
has been demonstrated in earlier chapters of this thesis.
The model is not a set of materials which involves an
announcement or a deadline date. It is an innovation which
can be further developed and modified during use. The
model should change the "life-world" (1) of
Anglo-Indians in their own schools. The theory-practice
model:

- turns reflexively on the culture of the
Anglo-Indian classroom; (2)

- integrates empirical data (Chs. 6-8) and
historical evidence (Chs. 2-4);

- with theoretical explanations from:
psychology, (3)

the sociology of education, (4, 5, 6, 7, 8)
educational theory, (9)
technology, (10)
and philosophy; (11)

to remove disadvantage.

The argument is that the theory-practice model can be
implemented as a process of professional development and
growth. It is personal and affects the teacher in the
classroom who finally makes change in practice and

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