The name is absent

ABSTRACT

This thesis is concerned with the fact of educational
disadvantage within the Anglo-Indian community in India
today.

The argument of the thesis is that this disadvantage is
rooted in the size, language and religion of the Anglo-
Indian community. The argument is developed from an
examination of the history of Anglo-Indian education since
its inception in the sixteenth century and through an
empirical investigation of Anglo-Indian schools in 1990.

The Introduction is a personal account of the genesis of
the research.

Chapter One states the main argument of the thesis. It
describes briefly the contemporary condition of the Anglo-
Indian community in India. It summarizes the organization
of the thesis.

Chapter Two traces the origin of the Anglo-Indian schools
in the sixteenth century and establishes the link between
these schools and the European colonialists from 1500-1786.

Chapter Three describes the collective vision of the
European traders, soldiers, administrators, politicians and
missionaries. Their educational policies from 1786-1900
had very significant implications for the future of
Anglo-Indian education.

Chapter Four examines those historical events from 1900-
1990 which had a direct influence on Anglo-Indian
educational policies.

Chapter Five outlines the various plans and strategies used
for writing the history of Anglo-Indian education in India.

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