Groundbreaking analysis of how colonialism created new conceptual categories and spatial forms that reshaped rural societies. This book examines how, over colonial times, the diverse practices and customs of an existing rural universe—with its many forms of livelihood—were reshaped to create a new agrarian world of settled farming. While focusing on Punjab, India, this pathbreaking analysis offers a broad argument about the workings of colonial power: the fantasy of imperialism, it says, is to make the universe afresh. Such radical change, Neeladri Bhattacharya shows, is as much conceptual as material. Agrarian colonization was a process of creating spaces that conformed to the demands of colonial rule. It entailed establishing a regime of categories—tenancies, tenures, properties, habitations—and a framework of laws that made the change possible. Agrarian colonization was in this sense a deep conquest. Colonialism, the book suggests, has the power to revisualize and reorder social relations and bonds of community. It alters the world radically, even when it seeks to preserve elements of the old. The changes it brings about are simultaneously cultural, discursive, legal, linguistic, spatial, social, and economic. Moving from intent to action, concepts to practices, legal enactments to court battles, official discourses to folklore, this book explores the conflicted and dialogic nature of a transformative process. By analyzing this great conquest, and the often silent ways in which it unfolds, the book asks every historian to rethink the practice of writing agrarian history and reflect on the larger issues of doing history. “The Great Agrarian Conquest is a subtle and substantial work of scholarship. If there is one book Indians need to read to understand how colonialism actually worked (or did not work), this is it.” — Ramachandra Guha, in The Wire, in praise of the Indian edition

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This book introduces the term "otherism" and looks at the discourse of otherism and the issue of otherness in South Asian religion, literature and film. It examines cultural questions related to the human condition of being the "other," of the process of "othering" and of the representation of "otherness" and its religious, cultural and ideological implications. The book applies the perspectives of ideological criticism, theories of hybridity, orientalism, nationalism, and gender and queer studies to gain new insights into the literature, film and culture of South Asia. It looks at the different ways of interpreting "otherness" today. The book goes on to analyze the ideological implications of the creation of "otherness" with regard to religious and cultural identity and the legitimation of power, as well as how the representation of "otherness" reflects the power structures of contemporary societies in South Asia. Offering a well-thought-out reflection on important cultural questions as well as a deep insight into the study of religion and "otherness" in South Asian literature and film, this book is a pioneering project that is of interest to scholars of South Asian Studies and South Asian religions, literatures and cultures.

Tracing the history of colonial education in the Punjab, the large province of Hindustan divided today between India and Pakistan, this book argues that the British-controlled system of colonial education in Hindustan failed well before the national movement challenged foreign educational practice in the early twentieth century. Drawing on extensive archival research in Great Britain, India and Pakistan, Allender shows how the early ideas of British officials generated a highly imaginative village system of schooling. Attempting to accommodate local language and religious sensitivities, this broad-based scheme offered possibilities to improve the lot of village boys. The revolt of 1857, and a well-meaning crusade against female infanticide, prompted officials to drop this scheme and to content themselves with city based schools. Christian missionary tensions with the government over their evangelising agenda also meant that their focus on poor students was limited to a mere 17 years. These developments helped to create a strong indigenous voice for educational innovations and change, notably represented in the Arya Samaj. In 1882, the Hunter Commission marked a recognition over the previous 30 years made it impossible for them to reach the general population with an effective European-led scheme of education.