scholarly journals IS DECOLONIZATION OR REVITALIZATION OF EDUCATION NECESSARY IN POST-COLONIAL INDIA? A PHILOSOPHICAL INTROSPECTION

2019 ◽  
pp. 7-19
Author(s):  
Amita Valmiki
Keyword(s):  
Education System ◽  
Radical Change ◽  
Educational Policies ◽  
Indian Education ◽  
Rabindranath Tagore ◽  
Post Colonial ◽  
Colonial India ◽  
British Rule

The material is to go back to the work of the master-academicians of British Rule and Post British Rule times. Some asked for radical change in the education system, like Rabindranath Tagore; but people like M. K. Gandhi were moderate and thought of self-sufficient education system. Many other academicians till date are figuring out new educational policies either to ‘decolonize’ or ‘revitalize’ Indian Education System; this being the Indian ‘post-modern deconstruction’ of rigid and orthodox being replaced by progressive and invigorating policies; not giving up the old but ‘revitalizing’ the old in new scenario.

Imagining the Post-colonial Lawyer: Legal Elites and the Indian Nation-State, 1947–1967

2020 ◽  
Vol 15 (1) ◽  
pp. 156-186
Author(s):  
Alexander WILLIAMS
Keyword(s):  
Public Law ◽  
Political Life ◽  
Nation State ◽  
Post Colonial ◽  
Indian Politics ◽  
Colonial India ◽  
Supreme Court Of India ◽  
British Rule ◽  
The Supreme Court ◽  
Indian Nation

AbstractA key feature of British rule in India was the formation of a class of elite metropolitan lawyers who had an outsized role within the legal profession and a prominent position in Indian politics. This paper analyzes the response of these legal elites to the shifting social and political terrain of post-colonial India, arguing that the advent of the Indian nation-state shaped the discursive strategies of elite lawyers in two crucial ways. First, in response to the slipping grasp of lawyers on Indian political life and increasing competition from developmentalist economics, the elite bar turned their attention towards the consolidation of a national professional identity, imagining an ‘Indian advocate’ as such, whose loyalty would ultimately lie with the nation-state. Second, the creation of the Supreme Court of India, the enactment of the Constitution of India, and the continuous swelling of the post-colonial regulatory welfare state partially reoriented the legal elite towards public law, particularly towards the burgeoning field of administrative law.

scholarly journals Revival and Resurgence of Our Lost GEM - The Ancient Indian Education System

2021 ◽  
Vol 9 (4) ◽  
pp. 382-388
Author(s):  
Sonali Bhandari Jain ◽  
Surabhi Choudhary ◽  
Joanna Philip
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Education System ◽  
Career Paths ◽  
Radical Change ◽  
Value Systems ◽  
Indian Education ◽  
Disruptive Behaviour ◽  
Modern Era ◽  
Required Quality

After witnessing the unruly and disruptive behaviour amongst college students on trivial topics, a study was conducted to find the reason behind it. The study consisted of students discussing topics like politics, situational problems etc. and it was observed that students lacked the concept of perception. Studying this even further, it was found that the cause for this was because our modern-day education focused more on literally manufacturing people for jobs and less on value systems and critical thinking. The present education system is finding it very difficult in ensuring the required quality that every student must possess. This also gives rise to students being confused about their career paths and life in general. They don’t realise their true potential and abilities and thus start developing a “follow the crowd” mentality. To improve this situation, a radical change has to be brought into the education system and this change can only be supported by retrospection of India’s ancient education system. The focus must now divert towards developing skills rather than just concentrating on academics. These ancient practices cannot be applied as it is in this modern era. Hence, their application calls for reinvention and resurgence to benefit today’s students.

scholarly journals SRI AUROBINDO’S EDUCATION POLICY IN PRE AND POST COLONIAL INDIA

2019 ◽  
pp. 20-31
Author(s):  
Rina Avinash Pitale Puradkar
Keyword(s):  
Education Policy ◽  
Education System ◽  
Philosophy Of Education ◽  
Colonial Period ◽  
Post Colonial ◽  
Colonial India ◽  
National Education ◽  
Sri Aurobindo ◽  
Education In India ◽  
Structure Of Education

The greatest educationalist, those who played important roles in designing education systems have, in their quest to develop ideal processes and structure of education. The new pedagogy of national education impels a further realization of the potentialities of the child and its soul, a realisation that was explicitly stated in the writings of the nationalist leaders who inspired and led the movement of national education in India. In this paper I have tried to revisit the philosophy of education of Sri Aurobindo who tried to provide solution to the problem generated by Macaulayan education system in India during pre and post-colonial period.

scholarly journals MAHATMA GANDHI’S EDUCATION POLICY IN PRE AND POST COLONIAL INDIA

2018 ◽  
pp. 91-104
Author(s):  
Rina Avinash ◽  
Pitale Puradkar
Keyword(s):  
Plastic Material ◽  
Bertrand Russell ◽  
Basic Material ◽  
Rabindranath Tagore ◽  
Post Colonial ◽  
Colonial India ◽  
National Education ◽  
Sri Aurobindo ◽  
Education In India ◽  
Swami Vivekananda

The greatest educationalist, who played important roles in fashioning education systems have, in their quest to develop ideal processes and structure of eduation. The pioneering educational philosophers like Rousseau, Montessori, Pestalozzi, Bertrand Russell, Paulo Freire, and Piaget, it is now being increasingly recognised that education must be based on the psychology of the child-nature. Each human being is a self-developing soul and that the business of both parent and teacher is to enable and to help the child to educate himself, to develop his own intellectual, moral, aesthetic and practical capacities and to grow freely as an organic being, not to be kneaded and pressured into form like an inert plastic material. This new pedagogy impels a further realization of the potentialities of the child and its soul, a realisation that was explicitly stated in the writings of the nationalist leaders who inspired and led the movement of national education in India, such as those of Dayananda Saraswati, Swami Vivekananda, Mahatma Gandhi, Rabindranath Tagore and Sri Aurobindo. Their writings gave a clear expression of the deeper self and the real psychic entity within. In this paper I have tried to revisit the philosophy of education of M.K. Gandhi and Swami Vivekananda who tried to provide solution to the problem generated by Macaulayan education system in India. The basic material is to refer to their views from various authors’ books and articles.

scholarly journals School, ethnicity and nation-building in post-colonial Myanmar

2019 ◽  
Vol 1 (1) ◽  
pp. 1-16
Author(s):  
Francesco Bigagli
Keyword(s):  
Language Policy ◽  
Social Cohesion ◽  
Education System ◽  
Ethnic Diversity ◽  
Nation Building ◽  
Educational Policies ◽  
Ethnic Nationalism ◽  
Post Colonial ◽  
Identity Based ◽  
Standardized Curriculum

Drawing on concepts of ethnicity and ethnic nationalism, this paper seeks to analyze the reasons and extent to which school education has been utilized to define the newborn nation. This will be done through an analysis of Myanmar’s political history and, subsequently, through an examination of specific educational policies and practices such as the introduction of a one-language policy,  standardized curriculum and textbooks  and teacher-centered pedagogies that have deliberately been used in the attempt to assimilate rather than integrate Myanmar’s ethnic diversity. The second part of the paper will address the nature and dynamics of decades of identity-based conflicts arguing that the “ethnicization”of the education system in favour of the Bamar majority has not only acted as a catalyst for the perpetuation of violence exacerbating divisions along civil-military lines but has reinforced ethno-linguistic identities through the use of education as a tool of resistance, with critical implications for social cohesion, tolerance for diversity and the overall future of the country.

Problems in Visualizing and Validating History: A Discourse on Rani by Jaishree Misra

IJOHMN ◽  
2015 ◽  
Vol 1 (6) ◽  
pp. 6
Author(s):  
Kavita Singh
Keyword(s):  
Education System ◽  
Indian Education ◽  
The Novel ◽  
British Army ◽  
Indian People ◽  
Kings And Rulers

Our Indian education system is such that we are taught a lot about history, long fought battles, wars, invaders and kings and rulers who died when and how.  In broader sense, history does not only about dates and battles, it associates and intersperses our past and present with social, cultural, religious and traditional discourses.  Our history spanning over thousand years guide our present and future. Indian writers have given their thoughts flying colors making our history unbelievably great.  They get inspired from our enormously vast past incidents and express them according to their views and idea.  There is no particular parameter which may define the history as fiction.  Indian mythological epics like Ramayana and Mahabharata have been described and redefined in numerous different ways.  India and Indian people have suffered a lot when British army ruled us for more than 200 years.  There were many brave patriots who fought for our independence.  One of such fighters is Rani Lakshmi Bai. This paper explores her life validating history through the novel, Rani.  This novel is written by Jaishree Misra.  Indian writers have explored the life and bravery of this amazingly courageous woman who redefined the womanhood and valor in her own way making a wave for the revolutionary fight for independence.

COMPARING GOPINATH MOHANTY WITH MULK RAJ ANANDFROM THE PERSPECTIVE OF RESISTANCE LITERATURE

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Khagendra Sethi ◽  
Tithi Ray
Keyword(s):  
Sexual Harassment ◽  
Cultural Identity ◽  
Comparative Study ◽  
Significant Contribution ◽  
Ethical Issues ◽  
Comprehensive Understanding ◽  
Post Colonial ◽  
Colonial India ◽  
Resistance Literature ◽  
Political Exclusion

This article aims at a comparative study of GopinathMohanty with Mulk Raj Anand. The article will analyse and examine the works of both the writers from the perspective of Resistance literature. Both of them have significant contribution to Dalit literature. These two writers are non-dalits. But they have comprehensive understanding on the plight of these miserable sections who are on the margin. They have tried their best to fight for their rights. Along with that they have created for them a distinct cultural identity by dismantling their colonial identity. They have raised voice against the ethical issues like bonded labour, economical exploitation, socio-political exclusion, land displacement and sexual harassment which were immanent in dalit’s life in colonial and post-colonial India.

Datta Bhagat’s Routes and Escape Routes and Vijay Tendulkar’s Kanyadaan: Critiquing the Dalit

2021 ◽  
pp. 2455328X2199573
Author(s):  
Joydeep Bhattacharyya
Keyword(s):  
Indian Society ◽  
Critical Reading ◽  
Post Colonial ◽  
Colonial India ◽  
Large Segment ◽  
Art And Literature

This article seeks to understand Indian theatre’s take on Dalit politics of our time through a critical reading of two post-independence plays—Datta Bhagat’s Routes and Escape Routes and Vijay Tendulkar’s Kanyadaan. Politically, ‘Dalit’ becomes important only after 1947 in post-independence and post-colonial India or more specifically from the 1970s. In the post-Ambedkar phase of Dalit re/configuration, they begin to self-assert through politics, art, and literature, most effectively and convincingly, only with the rise of Dalit Panthers and in the aftermath of the implementation of Mandal Commission’s recommendation for Other Backward Classes (OBC) reservation. The article tries to examine the fresh critique of the Dalit vis-à-vis the upper caste-centric society, undertaken in this crucial context of reconfiguration and from beyond any traditional parameter of understanding, and map, through the plays, the plurality hidden within the perceived monolith of Dalit consciousness. Consequently, Dalit experiences against the backdrop of their struggle are laid bare, and unfamiliar realities come out to upset our comfortable knowledge about this large segment of Indian society.

scholarly journals Peasants, Colonialism, and Sovereignty: The Garo rebellions in eastern India

2021 ◽  
pp. 1-37
Author(s):  
SANGHAMITRA MISRA
Keyword(s):  
Historical Narrative ◽  
Colonial State ◽  
Colonial India ◽  
Colonial Modernity ◽  
Northeastern India ◽  
British Rule ◽  
Core Elements ◽  
Colonial Archive ◽  
History Of

Abstract This article studies two seismic decades in the history of the Garo community, marked out in colonial records as among the most violent and isolated people that British rule encountered in eastern and northeastern India. Through a densely knit historical narrative that hinges on an enquiry into the colonial reordering of the core elements of the regional political economy of eastern and northeastern India, it will train its focus on the figure of the rebellious Garo peasant and on the arresting display of Garo recalcitrance between 1807 and 1820. Reading a rich colonial archive closely and against the grain, the article will depart from extant historiography in its characterization of the colonial state in the early nineteenth century as well as of its relationship with ‘tribes’/‘peasants’ in eastern and northeastern India. A critique of the idea of primitive violence and the production of the ‘tribe’ under conditions of colonial modernity will occupy the latter half of the article. Here it will argue that the numerous and apparently disparate acts of headhunting, raids, plunder, and burning by the Garos on the lowlands of Bengal and Assam were in fact an assembling of the first of a series of sustained peasant rebellions in this part of colonial India—a powerful manifestation of a community's historical consciousness of the loss of its sovereign self under British rule.

Examining the Impact of COVID-19 Pandemic on Online Education: Reviewing the Indian Schooling System Based on the Perspective of Major Indian E-tutoring Platforms

2021 ◽  
pp. 097226292110290
Author(s):  
Vivek Suneja ◽  
Shabani Bagai
Keyword(s):  
Literature Review ◽  
Online Education ◽  
Education System ◽  
Indian Education ◽  
Online Methods ◽  
The Impact ◽  
Education Process ◽  
Schooling System

The COVID-19 pandemic has halted the typical schooling methodology and forcibly shifted the mode of learning online. This article investigates into the inherent concerns faced by the Indian education system and strategizes ways in which online methods could plug the gaps in India. The spiralling growth witnessed by the major supplemental educational providers testifies the acceptability of a blended approach in India. The literature review highlights how the education process could be more effective based on their strategies, perspectives and benefits.

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