The name is absent

also, Arden Wood, W.H. (1928) 'The Problem of the
Domiciled Community in India' THE ASIATIC REVIEW NEW
SERIES Vol.24 pp.417-446. This betrayal of their
Anglo-Indianness was a "serious loss" (p.420) to the
Anglo-Indian community. See also, Graham, J. (1934) op.
cit., p.28. By 1920, Anglo-Indians were living in
unsatisfactory social conditions. See, Gidney, H. (1925)
op. cit., (p.659) In 1925, the "apathetic policy,
conducted without relevance to the politics both of the
European and the Indian" created confusion in the
community, (p.659) See, Hartog, P. (1929) Indian
Statutory Commission, Interim Report of the Indian
Statutory Commission. Review of growth of education in
British India by the Auxiliary Committee appointed by the
Commission September 1929. Cmd. 3407. In 1929, the
Hartog Commission criticised the community for
segregating the Anglo-Indian schools because this created
communal differences and accentuated racial animosities.
The schools were an obstacle to integration with Indians.

(8) After 1857, Anglo-Indians became increasingly
segregated into railway "colonies" or "quarters" which
were reserved for them. They became a "landless group"
dependent on "specific kinds of government employment".
(p.419 Naidis, 1963) Although the British did
encourage the Anglo-Indians to accept subordinate jobs,
they continued to discriminate against the Anglo-Indians
who were ethnically and racially different.

(9) Abel, E. (1988) an Anglo-Indian researcher stated:
"The Anglo-Indian Community in the 1980s is a more
cohesive group than it was at the start of the twentieth
century". (p.175) It seemed highly improbable that by
1990, the Anglo-Indian community was split into different
associations. The statement by Abel, E. (1988) and the
field study's findings were at opposite poles. See,
Abel, E. (1988) The Anglo-Indian Community: Survival in
India Delhi: Chanakya Publications. See, Archer, M.
'Educational Politics: A Model for their Analysis' IN:
I. McNay and J. Ozga (eds.) Policy-Making in education:
The Breakdown of Consensus Open University Set Book
Pergamon Press Oxford 1985 p.39)For such a small group
among India's millions, their political representation is
assured. Educational Politics is the "stuff of these
associations and the schools are their only hope".
(Profile No. 96) See, Hogg, M.A. and Abrams, D. (1988)
Social identifications; A Social Psychology of
Intergroup Relations and Group Processes London:
Routledge p.101; see also, Bonner, H. (1959) Group
Dynamics: Principles and Applications New York: Ronald
Press; see also, Schacter, S; Ellerston, N; McBride, D.
and Gregory, D. (1951) 'An Experimental Study of
Cohesiveness and Productivity' HUMAN RELATIONS Vol.4
pp.229-38

(10) The Constitution of India protects the Anglo-Indian

374

<<   371   372   373   374   375   376   377   >>

More intriguing information