The name is absent

turbulent environment. The field study data revealed a
tendency to confuse rather than clarify the definition of
an Anglo-Indian.

The Anglo-Indian community should accept the definition
of the Anglo-Indian found in the Constitution of India.
If this were done the community could create a solidarity
which would provide a basis for participative decision-
making. All Anglo-Indian associations would bring with
them not only potential solutions to the educational
problems in the schools but also problems seeking
solutions .

The next section discusses in more detail, the first of
the these studied issues, namely, the issue of language.

2.2. The field study data: Language

Anglo-Indian schools must teach Anglo-Indians their
mother tongue English. The schools must also teach Indian
languages. Anglo-Indians must pass the Indian language
examinations. Failure to do this results in repeating a
year in the same class, or not passing the secondary
school examinations at 16+. Knowledge of Indian
languages is important to enter further and higher
education in India.

The thesis has argued that the language education
policies in Tknglo-Indian schools fail Anglo-Indian
children for four reasons:

1. The schools prevent the Anglo-Indian child from

... participating in the educational system with self-
respect. (18)

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