A sea change has occurred in the Indian economy in the last three decades, spurring the desire to learn English. Most scholars and media venues have focused on English exclusively for its ties to processes of globalization and the rise of new employment opportunities. The pursuit of class mobility, however, involves Hindi as much as English in the vast Hindi-Belt of northern India. Schools are institutions on which class mobility depends, and they are divided by Hindi and English in the rubric of “medium,” the primary language of pedagogy. This book demonstrates that the school division allows for different visions of what it means to belong to the nation and what is central and peripheral in the nation. It also shows how the language-medium division reverberates unevenly and unequally through the nation, and that schools illustrate the tensions brought on by economic liberalization and middle-class status.

Uncovering the role of literature, late imperialism, and the rise of new models of internationalism as integral to the invention of Global English, this book focuses on three key figures from the “Vocabulary Control Movement” - C.K. Ogden, Harold Palmer, and Michael West - who competed for market share for their respective language teaching systems - Basic English, the Palmer Method, and the New Method - through battles over word lists and teaching methods in the 1920s and 30s. Drawing on archives from the Carnegie Corporation and considering language teaching in eight global sites, this book analyzes how a series of conferences in New York and London resolved their conflicts and produced a consolidated, international standard form of English. As a postcolonial approach to the development of the field of English Language Teaching, it reveals how these language debates were proxy battles over an idealized global subject: an urban, secular, consumer moving seamlessly between the tribal and global, speaking both mother tongues and an international lingua franca, Global English. Featuring analysis of the primary texts of each of the three key figures in this book as well as close readings of their readers, which featured adaptations of well-known literary texts from writers like Poe, Dickens, Wordsworth, Milton and Wells, it recovers a neglected history of English as it was redefined as an international language through anti-colonial resistance in the peripheries and transatlantic power struggles in the metropole during the interwar period.

This volume explores the potentials of Goddess spirituality in the field of cultural critique, and strings together innovative readings of already existing literary texts and cultural phenomena from the critical perspective of Goddess spirituality. The chapters explore a colourful array of texts and authors, and focus on issues as diverse as the persistence of the figure of the Magna Mater in the life, writing and thought of Swami Vivekananda and Sri Aurobindo, the inability of Advaita Vedanta to come out of the shadow of the Great Mother, the possibility of pluralizing the Eurocentric notion of the Muse by invoking the figure of Goddess Sarasvati in the field of English Studies, and a reappraisal of Kipling’s Kim from the perspective of the philosophical and spiritual discourses of Prajnaparamita, the Buddhist Goddess of Perfect Wisdom. The book also offers a comparative study of Minoan Goddess Spirituality and tantric philosophy with reference to Aphrodite, Diotima and the Indian Mother Goddesses, the possibility of simultaneously tantricizing notions of modernity and modernizing tantra itself with reference to the works of Lata Mani and William Schindler, and an investigation of the Mother-centric spiritual sensibilities in various religious discourses and devotional literatures, among other discussions. In short, this book investigates the possibilities of inserting the figure of the Great Mother into the critical domain of cultural pluralism, thereby celebrating a multiculturalism that is not based on violence and conflict (antagonism) but grounded in harmony. The Mother is seen by the discourse articulated here mainly as a middle ground between flesh and spirit, knowledge and passion, justice and compassion – and, in the red shadow of the Mother, social epistemologies and academic discourses are radically renegotiated.

The book is an essential resource for those interested in investigating the lives, histories, and futures of indigenous peoples around the world. Perfect for readers looking to learn more about cultural groups around the world, this four-volume work examines approximately 400 indigenous groups globally. The encyclopedia investigates the history, social structure, and culture of peoples from all corners of the world, including their role in the world, their politics, and their customs and traditions. Alphabetically arranged entries focus on groups living in all world regions, some of which are well-known with large populations, and others that are lesser-known with only a handful of surviving members. Each entry includes sections on the group's geography and environment; history and politics; society, culture, and tradition; access to health care and education; and threats to survival. Each entry concludes with See Also cross-references and a list of Further Reading resources to guide readers in their research. Also included in the encyclopedia are Native Voices inset boxes, allowing readers a glimpse into the daily lives of members of these indigenous groups, as well as an appendix featuring the United Nations Declaration on the Rights of Indigenous Peoples.

This comprehensive handbook introduces the reader to the education system in India in terms of its structural features, its relations with society and culture, and the debates that have shaped the present-day policy ethos. The book provides an overview of major debates that have shaped India’s education systems, as well as the significant issues within higher and school education, education studies, and policies. Expert scholars provide a lucid analysis of complex themes such as the equity, access, and the quality of education. The volume also examines legal provisions and policies shaping the distribution structure and curricular issues in major areas of knowledge, as well as the provision of schools for the marginalised, economically weak, and people with disabilities. This new edition includes an analysis of the private sector’s participation in higher education and the technical and vocational education and training systems in India. This handbook will serve as a valuable resource and guide to educators and public policy practitioners seeking information about India’s contemporary educational challenges. It will also be useful to scholars and researchers of education, public policy and administration, sociology, and political studies, as well as think-tanks, the media, policy-makers, and NGOs.

South Africa and India constitute two key nodes in the global south and have inspired new modes of non-Western transnational history. Themes include anti-imperial movements; Gandhian ideas; comparisons of race and caste; Afro-Asian ideals; Indian Ocean public spheres. This volume extends these debates into the cultural and linguistic terrain. The book combines the methods of Indian Ocean studies and Comparative Cultural Studies, both committed to moving beyond the nation state. Case studies explore classics and concomitant ideas of civilisation, colonial linguistics and the history of languages, and theatre. Topics include the use of classics by colonisers and the colonised in British India and South Africa differences between South African Indian English and Indian English how the Linguistic Survey of India conflicted with colonial and nationalist mappings of India and its references to African languages the rise of ‘Hinglish’ in contemporary India a South African play dealing with African-Indian interactions. This bookw as published as a special issue of African Studies.

This volume presents an interdisciplinary framework to map out contemporary educational studies in India. Based on conceptual tools, quantitative methods and ethnographic accounts drawn from extensive fieldwork, it addresses emerging discourses on educational policies, their operation in the everyday functioning of institutions and actual practices in teaching and learning. Individual chapters discuss the intersectionality in the current educational system of region, gender, class, caste and minorities. With comparative perspectives and case studies from across states, including under-studied rural and urban regions of India, the book explores a wide range of issues affecting the educational system, including socioeconomic and gender inequalities; the educational status of tribal settlements in the hinterlands and their respective urban areas; the marginalisation of minorities; challenges in accessing educational avenues and choices; and the model for imparting vocational education and training. It navigates complex sites of discrimination and exclusion in the institutional spaces of the educational system and assesses the consequences of market dynamics and ideological undercurrents. Presenting first-hand information from the field, it evaluates educational policies, practices and research; investigates challenges and failures; provides suggestions and fosters critical thinking for a knowledge society. The findings in this book will be of interest to researchers, scholars and teachers of education, economics, sociology, urban education and the politics of education, as well as of public policy, governance and development studies. It will also be useful to research institutions, policymakers, educationists, social scientists, education professionals, and governmental and non-governmental bodies working on education.