The name is absent

to overcome the issues arising from size, language and
religion. The educational change advocated in the new
curriculum should exploit the protection given to the
community by the Constitution of India.

The structure of the chapter is:

(i)       Historical evidence and the field study data

(ii)      The research question and the answer

(iii)     The theory-practice model in the socio-

practical field of Anglo-Indian classrooms

(iv)      Recommendations.

2. Historical evidence and the field study data

The historical evidence documented:

- education for subordinacy, (5)

- inequality of access to further and higher
education, (6)

- repressive policies by the British which
created the stereotype Anglo-Indian who was
landless, unemployed, illegitimate, immoral and
untrustworthy, (7)

- segregation in various "quarters and colonies
in India" (8) which discouraged integration
into Indian society, and

- powerlessness by the community to forge a
solidarity. (9)

At this point the thesis is suggesting that the three
issues (c.f. discussion above Ch. 1 pp.30-1) of size
(together with ethnicity), language and religion were
central to the structures and processes which lie at the
heart of the Anglo-Indian educational system. (10)

The curriculum was conceived by colonialists and
Christian missionaries (c.f. discussion above Chs.2-4

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