The name is absent

There was no historical evidence of Anglo-Indians turning
their rifles on the British and supporting what were, in
effect, pro-Indian nationalists. As a reward for being on
the British winning side, the Anglo-Indians were offered
reserved subordinate positions in the British Government,
thus, temporarily halting the decline in the community's
fortunes .

However, as the analysis in this chapter demonstrated, an
air of defeatist quietism entered the Anglo-Indian ghetto
colonies. The expectation of subordinate reserved jobs in
communications, law enforcement, revenue collection and
transportation blunted the Anglo-Indian community's
ambitions for higher education.

Nineteenth century philanthropy, laced with class and
racial prejudice, laid the foundations for an inevitable
lack of balance in the Anglo-Indian educational system.
The consequences of which continued to materially affect
Anglo-Indian education.

The chapter also described how English and Western
knowledge led to attempts at reforming Indian society.
Hindus came under the influence of English and a
Westernised education. The Anglo-Indian Christians
continued to be educated for subordinate positions.

The missionaries were unable to win large numbers of
Indians to Christianity. On the one hand, Indians who
attended the Anglo-Indian schools, were successful in
creating opportunities for themselves by gaining access to
higher education. On the other, Anglo-Indians struggled to
survive and were caught in the vicious grip of a cycle of
disadvantage.

It was through the working out of these processes that, the
three issues of disadvantage mentioned earlier (c.f.

93

<<   90   91   92   93   94   95   96   >>

More intriguing information