pp.46-163). The concentration of power and decision
making was in the hands of European colonialists and
Christian missionaries. Significant among the factors
affecting the delivery of the curriculum was the
reservation of subordinate jobs for Anglo-Indians (c.f.
discussion above Ch. 2 p.56 and p.63, Ch. 3 p.87, Ch.4
p.107). The Anglo-Indian educational system thus
legitimized inequality. The ideology and structure of
this system fostered and reinforced the belief held by
Anglo-Indians that literacy in English and belief in
Christianity assigned them to important jobs.
Yet this thesis is arguing that, beneath the facade of
meritocracy, the community's size, language and religion
have long been negative curriculum determinants.
However, the symbolism of this influential curriculum is
deeply etched in the Anglo-Indian consciousness. The
Anglo-Indians were literally "schooled" to accept their
unequal economic positions. Nothing exhibits this more
clearly than the unequal educational outcomes and poverty
in the community described in the history of Anglo-Indian
schools (c.f. discussion above Ch. 2 pp.58-62, Ch. 3
pp.86-7, and p.91, Ch.4 p.115, p.117, p.119 and p.144).
2.1. The field study data: Ethnicity and size
The field study evidence about ethnicity and size
described the community as being not less than 300,000
and not more than 400,000 in India today. At this
point, the thesis is arguing that Anglo-Indians have not
benefited from the reasonably well developed statistical
and survey methodology in India. (11) (c.f. discussion
above Ch. 6 p.208) The knowledge of the racial
characteristics (12) demographic processes (13) and
conditions of the Anglo-Indian community was superficial,
peripheral and limited. (14) Since 1961 (c.f.
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