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Curriculum and Text books in colonial India
INTRODUCTION:
• THE ADVENT OF BRITISH RULE IN INDIA RESULTED IN THE NEED OF
CREATING A CLASS OF SUBORDINATES.
• THE PRIME MOTIVE WAS TRADE AND AND PROFIT MAKING
• THEY WANTED TO CREATE INTERPRETERS BETWEEN THE GOVERNMENT
AND THE MASSES. ‘INDIAN IN BLOOD IN COLOUR BUT ENGLISH IN
TASTE’.
• EAST INDIA COMPANY ESTABLISHED CULCUTTA MADRASA IN 1781 FOR
STUDYING MUSLIM LAW AND ALSO ESTABLISHED SANSKRIT COLLEGE AT
BENARAS IN 1791 FOR HINDU LAW.
• THERE BY TRIED TO IMPOSE ‘DOWNWARD FILTERATION THEORY’.
POLICIES FOR THE DEVELOPMENT OF EDUCATION
 1813 CHARTER ACT TO TEACH WESTERRN EDUCATION
 AS A RESULT OF 3 SANSKRIT BY RAJA RAM MOHAN ROY THERE WAS A
DISCURSIVE BETWEEN ORIENTALIST AND ANGLICIST.
 JAMES THOMSON VOCATIONALAND VILLAGE EDUCATION
 LORD MACAULAY’S EDUCATION POLICY
 WOOD’S DISPATCH, ALSO CALLED AS ‘ MAGNA CARTA OF ENGLISH
EDUCATION IN INDIA’.
 HUNTER’S COMISSION
 SADLER COMISSION
CURRICULUM AND TEXT BOOK
 TEACHING OF ENGLISH BECAME A COMPULSARY PART OF SCHOOL CURRICULUM ALING
WITH HISTORY, GEOGRAPHY, MATHEMATICS AND SCIENCE.
 THEY SUPPORTED TEACHING RELIGION BUT NOT AS A PART OF CURRICULUM
 FROM 1860 ONWARDS HINDI WAS APPROVED AS A SUBJECT
 THE CURRICULA IN PRIVATE SCHOOLS RANGED FROM URDU, PERSIAN, SANSKRIT,
READING, WRITING, ARITHMETIC, NEEDLE WORK ETC.
 ENGLISH BOOKS WERE MADE AVAILABLE AT LOW PRICE COMPARED TO OTHER BOOKS
 TEXT BOOK CULTURE WAS STRICTLY FOLLOWED SO THAT THE TEACHER IS LEFT WITH
NO CHOICE
SOCIAL AGENDA OF COLONIAL EDUCATION
 COLONIAL EDUCATION WAS AN AGENCY WHICH DISSEMINATED COLONIAL MODERNITY
 IT ENSURED THE PROLIFERATION OF NOTIONS OF SUBJECTIVITY
 THE CURRICULAR KNOWLEDGE AND THE TEXT BOOKS REPRESENTED THE VALUES AND VISIONS OF
COLONIAL BUREAUCRACY ALONE.
 THE DISCOURSE OF THE TEXT BOOKS IN MID 19TH CENTURY REVEALED THE ABSENCE OF PLANNING A
HOLISTIC EDUCATION.
 ON THE WHOLE THE COLONIAL STATE WAS CONCERNED TO STOP THE FLOWOF THOSE IDEAS WHICH
WAS PERCEIVED TO BE DANGEROUS FOR ITS INTEREST.

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Curriculum and Text books in colonial India.pptx

  • 1. Curriculum and Text books in colonial India INTRODUCTION: • THE ADVENT OF BRITISH RULE IN INDIA RESULTED IN THE NEED OF CREATING A CLASS OF SUBORDINATES. • THE PRIME MOTIVE WAS TRADE AND AND PROFIT MAKING • THEY WANTED TO CREATE INTERPRETERS BETWEEN THE GOVERNMENT AND THE MASSES. ‘INDIAN IN BLOOD IN COLOUR BUT ENGLISH IN TASTE’. • EAST INDIA COMPANY ESTABLISHED CULCUTTA MADRASA IN 1781 FOR STUDYING MUSLIM LAW AND ALSO ESTABLISHED SANSKRIT COLLEGE AT BENARAS IN 1791 FOR HINDU LAW. • THERE BY TRIED TO IMPOSE ‘DOWNWARD FILTERATION THEORY’.
  • 2. POLICIES FOR THE DEVELOPMENT OF EDUCATION  1813 CHARTER ACT TO TEACH WESTERRN EDUCATION  AS A RESULT OF 3 SANSKRIT BY RAJA RAM MOHAN ROY THERE WAS A DISCURSIVE BETWEEN ORIENTALIST AND ANGLICIST.  JAMES THOMSON VOCATIONALAND VILLAGE EDUCATION  LORD MACAULAY’S EDUCATION POLICY  WOOD’S DISPATCH, ALSO CALLED AS ‘ MAGNA CARTA OF ENGLISH EDUCATION IN INDIA’.  HUNTER’S COMISSION  SADLER COMISSION
  • 3. CURRICULUM AND TEXT BOOK  TEACHING OF ENGLISH BECAME A COMPULSARY PART OF SCHOOL CURRICULUM ALING WITH HISTORY, GEOGRAPHY, MATHEMATICS AND SCIENCE.  THEY SUPPORTED TEACHING RELIGION BUT NOT AS A PART OF CURRICULUM  FROM 1860 ONWARDS HINDI WAS APPROVED AS A SUBJECT  THE CURRICULA IN PRIVATE SCHOOLS RANGED FROM URDU, PERSIAN, SANSKRIT, READING, WRITING, ARITHMETIC, NEEDLE WORK ETC.  ENGLISH BOOKS WERE MADE AVAILABLE AT LOW PRICE COMPARED TO OTHER BOOKS  TEXT BOOK CULTURE WAS STRICTLY FOLLOWED SO THAT THE TEACHER IS LEFT WITH NO CHOICE
  • 4. SOCIAL AGENDA OF COLONIAL EDUCATION  COLONIAL EDUCATION WAS AN AGENCY WHICH DISSEMINATED COLONIAL MODERNITY  IT ENSURED THE PROLIFERATION OF NOTIONS OF SUBJECTIVITY  THE CURRICULAR KNOWLEDGE AND THE TEXT BOOKS REPRESENTED THE VALUES AND VISIONS OF COLONIAL BUREAUCRACY ALONE.  THE DISCOURSE OF THE TEXT BOOKS IN MID 19TH CENTURY REVEALED THE ABSENCE OF PLANNING A HOLISTIC EDUCATION.  ON THE WHOLE THE COLONIAL STATE WAS CONCERNED TO STOP THE FLOWOF THOSE IDEAS WHICH WAS PERCEIVED TO BE DANGEROUS FOR ITS INTEREST.