India: A. Appadorai: Documents on Political Thought in Modern India-Vol. II. Oxford University Press, New Delhi, 1976, vii, 892p., Rs. 125.

1978 ◽  
Vol 34 (2) ◽  
pp. 221-256
Keyword(s):  
Economic Development ◽  
Political Thought ◽  
Agricultural Development ◽  
Formal Education ◽  
Indian Society ◽  
New Delhi ◽  
Freedom Struggle ◽  
Indian Politics ◽  
Indian Land ◽  
History Of

INDIA: A. APPADORAI: Documents on Political Thought in Modern India—Vol. II. INDIA: S.N. GANGULY: Tradition, Modernity and Development: A Study in Contemporary Indian Society. INDIA: MINOO MASANI: Bliss was it in that Dawn…: A Political Memoir upto Independence. INDIA: SATYABRATA RAI CHOWDHURI: Leftist Movements in India: 1917–1947. INDIA: AMALENDU GUHA: Planter-Raj to Swaraj: Freedom Struggle and Electoral Politics in Assam 1826–1947. INDIA: B.G. DAS: The President of India. INDIA: K. SESHADRI: Indian Politics: Then and now—Essays in Historical Perspective. INDIA: RAJEEV DHAVAN : The Supreme Court of India: A Socio-Legal Critique of its Juristic Techniques. INDIA: KRISHNA PRASAD DE : Religious Freedom Under the Indian Constitution. INDIA: INDIAN RENAISSANCE INSTITUTE: People's Plan II: A Plan for India's Economic Development. INDIA: S.L.N. SIMHA and A. RAMAN, Eds.: Credit Planning: Objectives and Techniques. INDIA: E.S. SRINIVASAN: Financial Structure and Economic Development: (With Special Reference to India: 1951–1966). INDIA: H. VENKATASUBBIAH : Enterprise and Economic Change: 50 years of FICCI. INDIA: KALYANI BANDYOPADHYAYA : Agricultural Development in China and India: A Comparative Study. INDIA: V. C. BHUTANI: The Apotheosis of Imperialism: Indian Land Economy Under Curzon. INDIA: A. B. HIRAMANI : Social Change in Rural India: A Study of Two Villages in Maharashtra. INDIA: S. C. DUBE, Ed. : India Since Independence : Social Report on India 1947–1972. INDIA: M. G. KULKARNI : Problems of Tribal Developments: A Case Study. INDIA: J. P. NAIK : Some Perspectives on Non-Formal Education. INDIA: H. S. BHATIA, Ed. : Military History of British India (1607–1947). INDIA: P.N. KHERA: Operation Vijay: The Liberation of Goa and Other Portuguese Colonies in India (1961). INDIA: S.C. TEWARI: Indo-US Relations, 1947–1976.

ANXIETIES OF DISTANCE: CODIF ICATION IN EARLY COLONIAL BENGAL

2007 ◽  
Vol 4 (1) ◽  
pp. 7-23 ◽  
Author(s):  
JON E. WILSON
Keyword(s):  
Nineteenth Century ◽  
Political Culture ◽  
Intellectual History ◽  
Political Thought ◽  
Continuous Flow ◽  
Indian Society ◽  
Property Law ◽  
Early Colonial ◽  
Late Eighteenth ◽  
History Of

Historians of political thought tend to emphasize the continuous flow and transmission of concepts from one generation to the next, and from one place to another. Historians of Indian ideas suggest that India was governed with concepts imported from Europe. This article argues instead that the sense of rupture that British officials experienced, from both the intellectual history of Britain and Indian society, played a significant role in forming colonial political culture. It examines the practice of “Hindu” property law in late eighteenth- and nineteenth-century Bengal. It suggests that the attempt to textualize and codify law in the 1810s and 1820s emerged from British doubts about their ability to construct viable forms of rule on the basis of existing intellectual and institutional traditions. The abstract and seemingly “utilitarian” tone of colonial political discourse was a practical response to British anxieties about their distance from Indian society. It was not a result of the “influence” of a particular school of British thinkers.

scholarly journals DEVELOPING COMFORTABLE LEARNING ZONE FOR TRIBAL STUDENTS IN JHARKHAND THROUGH MULTICULTURAL TEACHING

2020 ◽  
pp. 311-323
Author(s):  
Sushil Kumar Tiwari
Keyword(s):  
Classroom Environment ◽  
Formal Education ◽  
Minority Groups ◽  
Lesson Plan ◽  
Indian Society ◽  
The People ◽  
Conventional Teaching ◽  
History Of ◽  
Unity In Diversity ◽  
Adequate Representation

India is a country of diverse culture where the people of various religions, faiths, castes, tribes, classes, languages etc. live together. Multiculturalism is inherent in Indian society and there is a long history of unity in diversity. Indian classrooms too, delineate tremendous diversity. Similar to the worldview of multicultural formal education, no Indian classroom is monocultural. At some places, like in tribal dominated state Jharkhand, it is a major concern and liberates enough ground to redesign teaching. There is a general misconception that multicultural teaching is the need of minority groups of the classroom. Tribal students are dominant in most of the schools of Jharkhand as far as number is concerned. But even then, many of them are not comfortable to learn equally with others. Multicultural teaching provides comfortable zone of learning for them. Present paper entails about the multicultural teaching with adequate representation of tribes of Jharkhand in content, pedagogy and classroom environment. The research carried out to explore the scope of representation to develop multicultural plan and methodology, combined to term as multicultural teaching. The multicultural lesson plan and certain multicultural interventions has been developed and compared with conventional teaching for the required frame of reference.

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