ISBN: 9789356408067 - educating india: colonialism and indigenous knowledge traditions, c. 1780-1900 (15 Ergebnisse)

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HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

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Hardcover. Zustand: new. Hardcover. The book delves into the educational challenges that indigenous groups faced during the late 18th and 19th centuries and examines how they responded to these challenges and threats. It centres on the historical evolution of education in the Bengal Presidency and the North-Western Provinces, with a particular emphasis on the roles of pandits, maulvis, and other influential figures within indigenous society.Up until the 19th century, questions about the nature of knowledge, the most effective methods of transmitting it, and the societal responsibilities toward educating the youth were not monopolized by any single entity. In most of Europe, private actors, rather than the state, assumed the role of the dominant authority controlling the definition and dissemination of knowledge. This trend gradually marginalized local knowledge and traditional ways of life. In contrast, the colonial state in India did not encourage "local agencies" to actively participate in the process of knowledge formation. Instead, under colonialism, indigenous institutions and educators became agents of the state. It's important to clarify the term "indigenous" in this context. Here, it refers to all educational institutions that served the local population, taught pre-British curricula, were staffed by Indian or native teachers, and initially received patronage from local elites. However, over time, colonial authorities began providing funding and assuming patronage of these institutions, which subsequently led to changes in their structures. Traces the path of a developing knowledge system, focusing on the journey of Western knowledge as it integrates, grafts onto, and transforms within established indigenous institutions. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Hardcover. Zustand: Brand New. 272 pages. 8.50x5.32x1.00 inches. In Stock.

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Hardback. Zustand: New.

Buch. Zustand: Neu. Neuware - The book delves into the educational challenges that indigenous groups faced during the late 18th and 19th centuries and examines how they responded to these challenges and threats. It centres on the historical evolution of education in the Bengal Presidency and the North-Western Provinces, with a particular emphasis on the roles of pandits, maulvis, and other influential figures within indigenous society.Up until the 19th century, questions about the nature of knowledge, the most effective methods of transmitting it, and the societal responsibilities toward educating the youth were not monopolized by any single entity. In most of Europe, private actors, rather than the state, assumed the role of the dominant authority controlling the definition and dissemination of knowledge. This trend gradually marginalized local knowledge and traditional ways of life. In contrast, the colonial state in India did not encourage 'local agencies' to actively participate in the process of knowledge formation. Instead, under colonialism, indigenous institutions and educators became agents of the state. It's important to clarify the term 'indigenous' in this context. Here, it refers to all educational institutions that served the local population, taught pre-British curricula, were staffed by Indian or native teachers, and initially received patronage from local elites. However, over time, colonial authorities began providing funding and assuming patronage of these institutions, which subsequently led to changes in their structures.…

Hardcover. Zustand: new. Hardcover. The book delves into the educational challenges that indigenous groups faced during the late 18th and 19th centuries and examines how they responded to these challenges and threats. It centres on the historical evolution of education in the Bengal Presidency and the North-Western Provinces, with a particular emphasis on the roles of pandits, maulvis, and other influential figures within indigenous society.Up until the 19th century, questions about the nature of knowledge, the most effective methods of transmitting it, and the societal responsibilities toward educating the youth were not monopolized by any single entity. In most of Europe, private actors, rather than the state, assumed the role of the dominant authority controlling the definition and dissemination of knowledge. This trend gradually marginalized local knowledge and traditional ways of life. In contrast, the colonial state in India did not encourage "local agencies" to actively participate in the process of knowledge formation. Instead, under colonialism, indigenous institutions and educators became agents of the state. It's important to clarify the term "indigenous" in this context. Here, it refers to all educational institutions that served the local population, taught pre-British curricula, were staffed by Indian or native teachers, and initially received patronage from local elites. However, over time, colonial authorities began providing funding and assuming patronage of these institutions, which subsequently led to changes in their structures. Traces the path of a developing knowledge system, focusing on the journey of Western knowledge as it integrates, grafts onto, and transforms within established indigenous institutions. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…