The name is absent

educational system which has failed to educate its own
children. The Anglo-Indian educational system has not
been accountable to the Anglo-Indian community. The
fragmented, conflict-ridden associations will soon lose
their schools if these trends continue.

The senior management teams in the schools still lack
qualified Anglo-Indians. There will be no Anglo-Indian
Principals and Headteachers, because nothing is being
done in the schools to promote effective delivery of the
language and religious education curriculum.
Fragmentation in the community is reflected in the
institutionalized and often destructive attitudes towards
Jknglo-Indian learning.

This thesis offers a theory-practice model to hopefully
eliminate such educational disadvantage. From the
historical and field study evidence at least, there is
evidence that the schooling has contributed to
subordinacy.

It is the argument of the thesis that the diagnosis of
what is actually happening now in Anglo-Indian schools is
complete. What is likely to be happening in the future
if no change effort is made is the loss of the schools to
the community. The thesis is arguing that implementing
change depends on solidarity in the community and
translating the diagnostic data of chapters 1-4 and 6-8
into new goals and plans.

The next section argues that the theory-practice model in
chapter 9 offers a strategy and procedure to implement
change in the classroom. A retreat from this educational
theory-practice model will limit the cognitive
achievements of most Anglo-Indian students.

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