The name is absent

CHAPTER 10

CONCLUSION

1. Introduction

The purpose of this chapter is two-fold. First, the
threads of the previous chapters about size, language
and religion will be drawn together and some general
conclusions drawn. Second, the chapter will suggest
recommendations to the Anglo-Indian community.

The argument is that contrary to popular thinking, the
community's current educational disadvantage (1, 2, 3)
(c.f. discussion above Chs. 6-8 pp.203-316) is rooted in
the community's history (c.f. discussion above Chs. 2-4
pp.46-163). Historical evidence shows that the British
deliberately created a policy to educate Anglo-Indians
for a subordinate role, (4) exploiting the size, language
and religion of the community for their benefit.

The chapter will argue that the comparative study of the
historical evidence and the field study findings suggest
that Anglo-Indian schools are the process which creates a
mind set in Anglo-Indians. This mind set legitimizes
inequalities which:

- attributes low academic aspirations of Anglo-
Indians to personal failure;

- justifies the academic success of privileged
Indians;

thus creating educational disadvantage for Anglo-Indians.
So, the current curriculum policies do not embody the
preferences and decisions of Anglo-Indians.

This chapter argues that, the curriculum should be shaped

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