02717nam a22002657a 450000500170000000800410001702000180005802801610007608200160023710000210025324500970027426000460037130000230041736500090044050506980044952010650114765000140221265000280222665000230225465000120227770000210228994200090231099900170231995201150233620221019102251.0221019b        |||||||| |||| 00| 0 eng d  a9781108498333  aInternational Book Distributorsb: Flat No.-17, Prakash Apartments, Building No.- 4405/2, 5 Ansari Road, Daryaganj, New Delhi-110002c: 118355d: 08/10/2022  a370.954 TSC  aTschurenev, Jana  aEmpire, civil society, and the beginnings of colonial education in Indiac/ Jana Tschurenev,  aUSAb: Cambridge University Pressc,2019.  axiv,374p.c: 24cm.  b1095  aIntroduction: Empire Civil Society, and Educational Transformation in India
A Colonial Experiment in Education, Madras, 1789-
Education of the Poor, 1805-
Missionaries, Empire, and the Cause of Universal Education, 1792-1824 Race, Class, and Gender: The Social Agenda of Education, 1809-
Rules and Numbers: Transforming Rural Education, 1814-
Intellectual Conquest: Education Societies, 'Useful Knowledge', and the Bengal Renaissance, 1817-
Civil Society, Government, and Educational Institution-Building, Bombay Presidency, 1819-
Teaching the Marginalized: Universal Education and the Politics of Inequality, 1789-
Conclusion: The Emergence of Public Elementary Schooling in an Imperial Frame  aEmpire, Civil Society, and the Beginnings of Colonial Education in India tells a story of radical educational change. In the early nineteenth century, an imperial civil society movement promoted modern elementary 'schools for all'. This movement included British, American, and German missionaries and Indian intellectuals and social reformers. They organized themselves in non-governmental organizations, which aimed to change Indian education. First, they introduced a new culture of schooling, centred on memorization, examination, and technocratic management. Second, they laid the ground for the building of the colonial system of education, which substituted indigenous education. Third, they broadened the social accessibility of schooling. However, for the nineteenth-century reformers, education for all did not mean equal education for all: elementary schooling became a means to teach different subalterns 'their place' in colonial society. Finally, the educational movement also furthered the building of a secular 'national education' in England.   aEducation  aEducation India History  aEducational change  aHistory  aJana Tschurenev   cBOOK  c59703d59703  00102ddc4071aSNULbSNULd2022-10-19g1095.00l0o370.954 TSCp28905r2022-10-19 00:00:00w2022-10-19yBOOK