6. Martial Race Theory and Recruitment in the Indian Army during Two World Wars

Author(s):  
Kaushik Roy
Keyword(s):  
Author(s):  
Sarah Davis Westwood
Keyword(s):  

2013 ◽  
Vol 47 (4) ◽  
pp. 1310-1347 ◽  
Author(s):  
KAUSHIK ROY

AbstractIn 1914, the Indian Army was deployed against the enemies of the British Empire. This paper analyses the administrative mechanism as well as the imperial assumptions and attitudes which shaped the recruitment policy of the Indian Army during the First World War. From the late nineteenth century, the Martial Race theory (a bundle of contradictory ideas) shaped the recruitment policy. With certain modifications, this theory remained operational to the first decade of the twentieth century. The construction of the ‘martial races’ enabled the British to play-off different communities against each other to prevent the emergence of a unified anti-British sentiment among the colonized. During the Great War, faced with the rising demands of manpower, the army was forced to modify the Martial Race theory. However, a conscript army did not emerge in British-India. This was due to imperial policies, the inherent social divisions of Indian society, and because the demands for military manpower remained relatively low in comparison to India's demographic resources. Due to innovations in the theory and praxis of recruitment, the volume of recruitment showed a linear increase from 1914 to 1918, with maximum intensification of recruitment occurring during 1917 and 1918. But as the war ended in November 1918, despite the entry of several new communities, the bulk of the Indian Army still came from the traditional martial races.


2017 ◽  
Vol 13 (9) ◽  
pp. 119
Author(s):  
Xiaoyu Wu ◽  
Kui Zhu

The Nepalese Gurkhas have been in military service for the British more than 200 years and played an important role not only in helping the British exert its control over its colonials or protectorates, but also in securing some countries or keeping the world peace. However, these Gurkhas have not enjoyed their rights because of their unique identity. Therefore, this paper begins with the history of the Gurkha regiment, the martial race theory as well as the racist ideas on the Gurkhas. Then it turns to the great inequalities that the Gurkhas have experienced during their military service and after their retirement as well as in law & British court. Finally, it briefly covers reasons for Gurkhas’ inequalities and ways to eliminate the inequalities.


2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Sami Chedhli Nighaoui

That standardized tests do not accurately assess the true competencies of minority test takers is a widely shared claim among conservative educationists. The opt-out-of-testing community has lately grown unprecedentedly vocal in several states, questioning even more seriously the accountability of the testing system altogether. This paper adopts a Critical Race Theory perspective to investigate the conceptual underpinnings of conservative criticism as well as the interpretations made popular using quantitative methodology. The key premise of this paper is that a colorblind approach to testing understates the importance of a range of unquantifiable variables, mainly the linguitic and cultural backgrounds of the test takers, in determining assessment outcome. It attempts to demonstrate where specifically standardized tests may not be used as a reliable feedback mechanism and suggests that a more flexible assessment paradigm be considered, one that engages learning quality followup to keep cultural bias to a strict minimum.          


2021 ◽  
pp. 004208592199841
Author(s):  
Arthur Romano ◽  
Rochelle Arms Almengor

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.


2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.


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