书目名称 | Politics, Policy and Higher Education in India | 编辑 | Sunandan Roy Chowdhury | 视频video | http://file.papertrans.cn/751/750488/750488.mp4 | 概述 | Examines key policy issues in the fields of language, nationalism and economic development and their impact on education policy.Considers the question of inequality at the heart of India‘s higher educ | 图书封面 |  | 描述 | Considering the evolution of Indian higher education policy from British colonial rule to modern day India, this pivot examines key policy issues in fields as diverse as language, nationalism and economic development. Focusing on India’s relationship with the world at large and the state of class conflict in India’s universities, it assesses the country’s politics as they have impacted education policy, as well as the state of higher education and of universities in India. The book contends that India’s elite and power-stream have developed a higher education policy that has successfully catered to the creation and reproduction of a tiny economic elite which excludes the largest sections of higher education institutions and society. This skewed policy and its concomitant development has led to India remaining a pygmy nation when it comes to living standards or innovation in natural and social sciences. Through cutting edge interdisciplinary research, this pivot offers an insightful addition to the debate on higher education thinking, in India and further afield, across the realms of politics, policy and philosophy.. | 出版日期 | Book 2017 | 关键词 | Politics of Education Policy in India; the state of higher education and of universities in India; Ind | 版次 | 1 | doi | https://doi.org/10.1007/978-981-10-5056-5 | isbn_softcover | 978-981-13-5306-2 | isbn_ebook | 978-981-10-5056-5 | copyright | The Editor(s) (if applicable) and The Author(s) 2017 |
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,Introduction, |
Sunandan Roy Chowdhury |
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Abstract
Introduction provides a curtain raiser for the book. It points out that the book is about higher/tertiary education in India, the functions that the Indian university has played in the specific fashioning of governance, control, and development in India, and that Indian higher education policy is the principal focus area of the book. How politics and policy are enmeshed in the making of higher education in India that is what the book unravels. This chapter gives a sketch of what lies ahead in the book’s main five chapters. The author outlines the thrust of each of the chapters from Chaps. . to ., namely, “Brahmin Language, Hindu Growth: Politics and Power of English Language in India,” “Western University, Indian Nationalisms,” “Cold War to Brand Wars: Global Processes, Developmental Visions, and Indian Higher Education,” “Class Struggles in Class Rooms: Conflict, Politics, and the Indian University,” and “Elite Institutions, Dismal Development: The Poverty of Indian Higher Education.” Here, the author also points to some of the main questions the book addresses, such as does higher education strengthen democracy or does it weaken the democratic and socialist ideals enshrined in Indian Constitution of 1950?
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,Brahmin Language, Hindu Growth—Politics and Power of English Language in India, |
Sunandan Roy Chowdhury |
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Abstract
The use of English in India’s everyday lives varies widely. The head of a large business corporation may use a language other than English only when she speaks to her cook or the driver of her car. At the other extreme, a school teacher of science at a Hindi-medium school in a town in the state of Madhya Pradesh may use English only when she has to deal with a physics syllabus that is written in English or if she wants to read education policy documents emanating from government sources or think-tanks in New Delhi. There are a 100 different gradations of the use and power of English in Indian lives within these two ends of the pendulum. Has India always lived with English, have Indians lived with another such language of power other than English, how long have Indians lived with English, and what has English done to Indians, to their minds, to their education, to their culture, to their economic and social development, to their pursuit of knowledge of sciences and humanities, and to India as a civilization? In this chapter, I try to see the contested growth, complexity, and impact of English education in India from India’s contact with European Christian missionaries, during the period of colonial rule and in post-1947 independent India. I ask, has English done India good, has it been bad for Indians, can India live without English, and if India cannot live without English, how exactly should India live with English? This chapter is divided into three main parts. The first part “India’s British/European Encounter and Indian Higher Education” looks at the development of English and development of the ideas of “development” in India between 1700, when the initial Europe–India encounters began, and 1947, the year of India’s independence from British rule. The second “Independence and After—Language, Education, and Development” sees how higher education policymaking in independent India has created and nurtured the power of English as a Brahminical language and what it has meant for the nature of India’s economic and educational development. The third part, “Concluding or Continuing the Debate,” explores possible alternatives in India’s language policy and what that can mean for alternatives in India’s politico-economic and edu-cultural spheres of development. A postscript offers policy-relevant actionable suggestions in the area of language and development.
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,Western University, Indian Nationalisms, |
Sunandan Roy Chowdhury |
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Abstract
“Western University, Indian Nationalisms” is about contrasting nationalisms, their emergence in colonial India, and how nationalisms and universities were tied together in intimate relationships. The idea of India is a contested one. Conceptions of an ideal India inform India’s politics and society today, and it did so during British colonial rule. As India’s educational system and higher education institutions developed in the colonial period, especially after the 1850s, the idea of Indian nation took shape in minds of educated Indians. For 200 years since the early 1810s, higher education institutions have been centers of discourse on nationalism. Various groups of Indians with ideological motivations centered on secularism, Hindu identity, Islamic identity, and women’s emancipation have fashioned their versions of Indian nationalism on educational campuses. In some instances, the founding of educational institutions itself has been the result of the specific national vision that the founders had. In short, higher education and contrasting and conflicting versions of nationalism have been enmeshed in India for 200 years; the creation of the two nation-states of India and Pakistan in 1947 bears testimony to this. Indian university has been a site of visions of Indian nationalism. The idea of India that has projected itself most powerfully has done so in great measure in the universities, even before creating a similar impact on the wider public world. This chapter argues the dominant and dominating idea of Indian nationhood has skillfully elbowed out competing educational visions and of nationalism as was conceived in Vishwa Bharati and Jamia Millia Islamia. Different streams of visions continue to jostle for influence in contemporary India today and in its higher education space.
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,Cold War to Brand Wars: Global Processes, Developmental Visions, and Indian Higher Education, |
Sunandan Roy Chowdhury |
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Abstract
“Cold War to Brand Wars” discusses global processes, developmental visions, and Indian higher education. Modern and contemporary India’s development and ideas of development are inextricably linked to the policies set in motion during British colonial rule. Indian elites’ conception of development was heavily influenced by their exposure to development in Britain and in Western Europe. The pattern of the Indian mind to fashion development along Western lines took a new step forward with independence. Post-1947 India was faced with a bipolar world of superpower rivalry between the USA and the USSR. The Cold War impacted India’s development, its higher education, and the policy environment. The decades since 1990 have seen the impact of globalization and a new era of world politics. This chapter discusses the impact of global processes on Indian development and higher education policy and narrates the shifts in India’s developmental visions. The selective use of science by Indian policy planners, a specific view of the West within dominant Indian opinion and a particular understanding of development, has impacted India’s policy in higher education. The author argues that a narrow and elite-serving view of development has had limiting impact on the growth and flowering of Indian higher education and society.
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,Class Struggles in Class Rooms: Conflict, Politics, and the Indian University, |
Sunandan Roy Chowdhury |
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Abstract
“Class Struggles in Classrooms” discusses conflict, politics, and the Indian university. In recent years, Indians have woken up in the morning to news of student suicides. There have been much-publicized cases where college or university students from lower caste/lower class background have committed suicide; many of these have happened in elite higher education institutions of the country. What has prompted students from economically depressed and socially marginalized sections of Indian society to commit suicide? What is the deeper malaise in India’s higher education system? Does the malaise stem from and point toward a deep injustice within Indian society? India’s universities and its higher education institutions, especially the ones that are funded by the government, have been founded with the objectives enshrined in Indian Constitution, those of justice, liberty, and equality. The higher education system professes to further the cause of education, of enlightenment, of liberty and freedom, and of justice. In reality, the Indian university is a space where injustice continues, on a number of axes of discrimination. Language, caste, class, gender, urban/rural, and physiological disability all of these provide the sources of discrimination. This chapter details the social and cultural experience of students from margins of society in the sites of higher education; it also looks into the nature of control and of politics in the higher education space. It argues that instead of having a transformative role, in most part, the Indian university plays a key role in reproduction of the inequities of the Indian social system. And, finally, the author points out that this becomes possible because of a poverty of politics in India.
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,Elite Institutions, Dismal Development: Poverty of Indian Higher Education, |
Sunandan Roy Chowdhury |
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Abstract
“Elite Institutions, Dismal Development” shows how an undemocratic thrust on elite higher education institutions has led to a dismal state of higher education and development. In the last 25 years, since India has experienced reasonable economic growth, the purchasing power and size of the middle class have grown. At the same time, the primary health indicators and the basic education indicators of the country have remained poor, in many instances much worse than a far poorer economy, that of neighboring Bangladesh. While India is always talked about in the Indian and global press as an important emerging economy, the ground realities of living condition of majority Indians remain abysmally poor. India plans smart cities while its child mortality rates are higher than that of most of its neighbors. India’s software industry boasts of providing a wide range of services to global clients while roads in its major cities remain potholed and clogged with traffic; it sends machines into space and its biggest financial hub of Mumbai gets paralyzed with rains every monsoon. The state of dismal development can be found in the higher education sector as well. Policymakers continually talk about “the crisis” in Indian education; this chapter points out that the crisis gets louder by the day. The system has flaws, can the flaws be remedied and a better system put in place? The answer to the flaws lies in what the author calls a mentality of caste and a continuation of a system put in place during the colonial era. This chapter shows how an architecture and geography of injustice plagues Indian higher education. Both in the way how university world has been fashioned and especially in the case of disciplines and conceptualization of knowledge, Indian higher education has remained almost frozen at 1947. The author argues that in order to create a robust higher education world, India has to unshackle itself from the mentality of caste and archaic conceptualizations of disciplines. Though the author sees the flaws of colonial structures, he argues that we need to move out of the binary of colonial/national. Educational freedom which leads to a new ordering of disciplines and of higher education holds the key to a just, equitable, dynamic, and sustainable growth in India. A complete conceptual overhaul of Indian higher education alone can lead to a developed India.
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,Conclusion: Toward a Democratic Higher Education, |
Sunandan Roy Chowdhury |
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Abstract
The concluding chapter, “Toward a Democratic Higher Education,” points out that India is a political democracy and states that in the picture sketched in the book, the Indian university and higher education universe emerge as an undemocratic institution in a political democracy. The author says, however flawed political democracy may seem, it is still the system that addresses—in a very partial sense, the great inequities and injustices that plague everyday life in India, whereas Indian university addresses those same inequities and injustices far less, and its middle-class inhabitants have failed Indian democracy. The author sums up the book and says that he has explored a particular theme of Indian higher education and development in each of the five main chapters that constitute this book. “Brahmin Language, Hindu Growth” is a look at English and the politics and power around it in colonial and post-colonial India. The specifics of Indian nationalism, the crafting of the nation-state, and the roles of Indian universities and the class that constituted the university in the colonial era are explored in the chapter titled “Western University, Indian Nationalisms.” The following chapter fleshes out the developmental visions of the Indian power elite from independence in 1947 till now, and while doing so shows the linkages between world politics and ideas and ideals in Indian higher education and development. These three chapters together bring out a central point. English language, Indian university, the specific fashioning of Indian nation by the English-knowing class, the continuation of the state structure of colonial India into post-colonial India, the particular developmental vision of this English educated, university groomed, state-centered, nation believers all of these have coalesced to give shape to Indian higher education and the state of economic and cultural development in independent India. The specific nature of this development has meant that 10–15% of the population, largely university educated, have enjoyed 90% of the spoils of economic and cultural growth in the last 70 years of India while the vast majority of 80% remain little educated and make do with poor living standards, if not extremely harsh ones. It has also meant that a myopic policy world that tries to ensure the interests of the tiny elite does that even at times, to the peril of the elite itself. Two other chapters, namely, “Class Struggles in Classrooms” and “Elite Institutions, Dismal Development,” show what has gone wrong in the pattern of development that was sketched in the first three chapters. The book ends with a call to break out of the continuing colonial knowledge structures and of the elitism and myopia of India, and reorient higher education and development so that the other India that is English-fearing, lower caste, lower class, rural, semi-urban, often referred to as Bharat could be brought into the fold of India and its higher education universe.
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