Anglo-Indian Schools and Anglo-Indian Educational Disadvantage, Part 1
This is the first part of two, of Ann Lobo’s work where she argues that educational disadvantage in the Anglo-Indian community is rooted in the size, language and religion of the community. These three issues are developed from an examination of the history of Anglo-Indian education since its inception in the sixteenth century and through an empirical investigation of Anglo-Indian schools in 1990. Anglo-Indian schools in India are conditioned by what may be termed as subordinate syndrome education for Anglo-Indians. The subordinate Anglo-Indian is a historical fact. The pervasiveness of this syndrome is in large part due to a failure by the Anglo-Indian community to identify its link to educational attainment. The widely hailed success and consequent prestige of the Anglo-Indian schools in India, and the growing acceptance of English as a universal language has created a hidden curriculum which has disadvantaged Anglo-Indians.
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