The name is absent

failing to pass the Indian language examinations in their
schools. They were dropping out of education because they
were repeating years in the same class. The language
education policy in Anglo-Indian schools had to be
investigated.

Christianity had segregated the Anglo-Indians from other
Indians in the schools. This had introduced an educational
apartheid which did nothing to help integrate the Anglo-
Indian community with other Indians. The religious
education policy in Anglo-Indian schools had to be
investigated.

Chapter 9 of the thesis offers a proposal to eliminate
disadvantage. The proposal is made on the basis of the
evidence in the previous chapters. A theory-practice model
of Anglo-Indian education is offered to the schools, based
on:

- classroom observation in Anglo-Indian
schools;

- interviews with Anglo-Indians and non Anglo-
Indian students, teachers and other adults
from the Anglo-Indian community; and,

- the writer's own educational experience in
an Anglo-Indian school.

The theory-practice model proposed has its roots in
philosophical analysis, psychological examination and
sociological justification. The model is concerned with
changing the style of teaching Indian languages, from
repetitive, memory work to a creative activity. This
change will enhance the learning experience which will
become more significant, personal and experiential. The
theory-practice model proposed also aims to encourage a
cross-cultural religious policy which will increase
tolerance and understanding between Anglo-Indians and non
Anglo-Indians .

39

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