Timely in its contribution to on-going debates on the decolonisation of education, this novel volume charts the development of a scheme of postgraduate transnational education that saw British students sent to Indian and South Asian Universities while political decolonization was still ongoing.
Timely in its contribution to on-going debates on the decolonisation of education, this novel volume charts the development of a scheme of postgraduate transnational education that saw British students sent to Indian and South Asian Universities while political decolonization was still ongoing.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Mary Searle-Chatterjee is a retired Social Anthropologist and lecturer in South Asian Studies, as well as author and editor of academic books on India. She co-edited Religion, Language and Power (2008) with Nile Green.
Inhaltsangabe
PART I: BACKGROUND 1. Introduction 2. 1961 The Commonwealth Scholarship scheme begins 3. Student funding and geo-politics PART II: THE STUDENTS AND THEIR CONTEXTS - THE 1960s AND EARLY 1970s 4. The scheme gathers pace as the 1960s proceed 5. Indian Philosophy, Religion and Sanskrit 6. Sociological and anthropological research 7. Studying subcontinental history PART III: THE STUDENTS AND THEIR CONTEXTS IN THE 1970s 8. Studying architecture and music 9. Buddhist Studies and Ceylon/Sri Lanka PART IV: THE STUDENTS AND THEIR CONTEXTS IN THE 1980s AND 1990s 10. The polarization of the era is reflected in some of the students 11. Studying art 12. Studying art the Baroda University Faculty of Fine Arts 1982-5 13. Studying art the Baroda University Faculty of Fine Arts 1986-89 14. The scheme moves towards its end: the 1990s PART V SPECIAL CASES PERHAPS 15. Studying science in the subcontinent 16. Students of South Asian heritage or ancestry PART VI: REFLECTIONS 17. Changing motivations over forty years 18. Learning from Indians and South Asians Index
PART I: BACKGROUND 1. Introduction 2. 1961 The Commonwealth Scholarship scheme begins 3. Student funding and geo-politics PART II: THE STUDENTS AND THEIR CONTEXTS - THE 1960s AND EARLY 1970s 4. The scheme gathers pace as the 1960s proceed 5. Indian Philosophy, Religion and Sanskrit 6. Sociological and anthropological research 7. Studying subcontinental history PART III: THE STUDENTS AND THEIR CONTEXTS IN THE 1970s 8. Studying architecture and music 9. Buddhist Studies and Ceylon/Sri Lanka PART IV: THE STUDENTS AND THEIR CONTEXTS IN THE 1980s AND 1990s 10. The polarization of the era is reflected in some of the students 11. Studying art 12. Studying art the Baroda University Faculty of Fine Arts 1982-5 13. Studying art the Baroda University Faculty of Fine Arts 1986-89 14. The scheme moves towards its end: the 1990s PART V SPECIAL CASES PERHAPS 15. Studying science in the subcontinent 16. Students of South Asian heritage or ancestry PART VI: REFLECTIONS 17. Changing motivations over forty years 18. Learning from Indians and South Asians Index
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