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From Cultural Deprivation to Cultural Security
This important book considers how youth of color and other marginalized youth experience socio-cultural deprivation from the repetition of traumatic socio-historic experiences as well as from the institutions they interact with such as schools, mental health organizations, and social services agencies. Focusing on the importance of connection to cultural heritage, the book shows how young people’s cognitive development can be mediated in educational settings through humanizing and culturally sustaining rituals that build rapport and facilitate learning and healing. The authors define socio-cultural deprivation and locate its origins for marginalized youth in post-traumatic slave syndrome, ...
Ruling Through Education
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 ...
Subject Lessons
Subject Lessons offers a fascinating account of how western knowledge “traveled” to India, changed that which it encountered, and was itself transformed in the process. Beginning in 1835, India’s British rulers funded schools and universities to disseminate modern, western knowledge in the expectation that it would gradually replace indigenous ways of knowing. From the start, western education was endowed with great significance in India, not only by the colonizers but also by the colonized, to the extent that today almost all “serious” knowledge about India—even within India—is based on western epistemologies. In Subject Lessons, Sanjay Seth’s investigation into how western ...
Education and Modernity in Colonial Punjab
This book explores the localisation of modernity in late colonial India. As a case study, it focuses on the hitherto untold colonial history of Khalsa College, Amritsar, a pioneering and highly influential educational institution founded in the British Indian province of Punjab in 1892 by the religious minority community of the Sikhs. Addressing topics such as politics, religion, rural development, militarism or physical education, the study shows how Sikh educationalists and activists made use of and ‘localised’ communal, imperial, national and transnational discourses and knowledge. Their modernist visions and schemes transcended both imperialist and mainstream nationalist frameworks and networks. In its quest to educate the modern Sikh – scientific, practical, disciplined and physically fit – the college navigated between very local and global claims, opportunities and contingencies, mirroring modernity’s ambivalent simultaneity of universalism and particularism.
Handbook of Education Systems in South Asia
This handbook is an important reference work in understanding education systems in the South Asia region, their development trajectory, challenges and potential. The handbook includes the SAARC (South Asian Association for Regional Cooperation) countries for discussion---Afghanistan, Pakistan, India, Nepal, Bhutan, Bangladesh, and Sri Lanka---while also considering countries such as Myanmar and the Maldives that have considerable shared history in the region. Such a comparative perspective is largely absent within the literature given the present paucity of intra-regional interaction. South Asian education systems are viewed primarily through a development lens in terms of inequalities, chal...
The Transnational in the History of Education
This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.
Evidence-Based Cardiology
This second editionis a ground-breaking clinical text with a strong emphasis on rigorous evidence. Leaders in the field discuss best practice in the light of systematic reviews and randomised control trials, and how best to treat where the information is less clear. Case histories provide intriguing discussions on how to apply the evidence in real life situations. Evidence-based Cardiology also includes free access to the latest evidence, which is automatically posted on a companion website.
From Cultural Deprivation to Cultural Security
This important book considers how youth of color and other marginalized youth experience socio-cultural deprivation from the repetition of traumatic socio-historic experiences as well as from the institutions they interact with such as schools, mental health organizations, and social services agencies. Focusing on the importance of connection to cultural heritage, the book shows how young people's cognitive development can be mediated in educational settings through humanizing and culturally sustaining rituals that build rapport and facilitate learning and healing. The authors define socio-cultural deprivation and locate its origins for marginalized youth in post-traumatic slave syndrome, po...
An Empire of Books
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Learning femininity in colonial India, 1820–1932
This book explores the colonial mentalities that shaped and were shaped by women living in colonial India between 1820 and 1932. Using a broad framework the book examines the many life experiences of these women and how their position changed, both personally and professionally, over this long period of study. Drawing on a rich documentary record from archives in the United Kingdom, India, Pakistan, North America, Ireland and Australia this book builds a clear picture of the colonial-configured changes that influenced women interacting with the colonial state. In the early nineteenth century the role of some women occupying colonial spaces in India was to provide emotional sustenance to expa...
