unrealistic.
The change should occur without hampering the outstanding
academic progress of Indian students attending Anglo-Indian
schools. The argument is simple enough and is linked to
equal opportunities. Anglo-Indians and Indians should both
enjoy economic success via the Anglo-Indian educational
system.
4. The structure of the Thesis.
In order to understand the contemporary position, it was
essential to undertake an historical analysis of the growth
of the Anglo-Indian community and its schooling system.
This analysis is the major concern of much of Chapters 2,
3, and 4.
The historical research is divided into two periods, that
is, 1500 -1786, and 1786 - 1990. The year 1786 was chosen
because the Anglo-Indians were not obviously disadvantaged
from 1500 - 1786. The disadvantage started in 1786 when
the East India Company introduced a series of repressive
policies aimed at the Anglo-Indian community.
This disadvantage, both educational and social, has
continued into the last decade of the twentieth century.
The historical research attempts to explain the historical
origins of this current educational inequality in the
community.
To understand more clearly what exactly was happening in
Anglo-Indian education today, it was essential to research
the system in India. The methodological issues raised by
this are discussed in Chapter 5. Seven research methods
were examined, and the survey research method was selected
as being the most appropriate to describing the existing
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