Relevant bibliographies by topics / British educational reforms in India

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'British educational reforms in India'

Author: Grafiati
Published: 24 April 2022
Last updated: 30 July 2025

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Journal articles on the topic "British educational reforms in India"

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Haq, Ariba Anwaar Ul, and Fatima Sajjad. "AN ANALYSIS OF THE 19TH CENTURY EDUCATIONAL REFORMS OF THE SUBCONTINENT THROUGH THE POSTCOLONIAL LENS." Pakistan Journal of Social Research 04, no. 02 (2022): 421–30. http://dx.doi.org/10.52567/pjsr.v4i2.491.

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The paper has re-examined development in the context of the 19th century India. The 19th century is the era denoted by the establishment of the British Empire, and the decline of the Mughal Empire in the Subcontinent. Moreover, during the 19th century various educational reforms, such as Macaulay Minutes were implemented, for the progression of the Indian Society. However several studies noted that the educational reforms were a colonial tool to maintain the domination of the British colonial regime. And the notions such as developed/civilized English and underdevelopment/uncivilized Subcontin
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Kanika Bansal. "Impact of British Raj on the Education System in India: The Process of Modernization in the Princely States of India – The case of Mohindra College, Patiala." Creative Space 5, no. 1 (2017): 13–28. http://dx.doi.org/10.15415/cs.2017.51002.

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British rule is said to have been responsible for the modernization witnessed in the Indian civilization. The impact of this process was quiet evident from the changes adopted by the Indians in their life style, thinking processes, attires, food and education. Besides the advancements made in the spheres of roads, transports, postal services etc, their rule acted as a significant period of transition from the indigenous style of education to western education. The foundations were laid by the East India Company and the Christian Missionaries to employ Indians for administrative tasks as well a
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Md Yousuf Ali and Osman Bakar. "SYED AHMAD KHAN'S TWIN OBJECTIVES OF EDUCATIONAL REFORMS IN BRITISH INDIA." Al-Shajarah: Journal of the International Institute of Islamic Thought and Civilization (ISTAC) 26, no. 1 (2021): 49–70. http://dx.doi.org/10.31436/shajarah.v26i1.1226.

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The primary aim of this article is to discuss the twin objectives of Syed Ahmad Khan’s (1817-1898) religious and educational reforms during the British colonial rule, namely Muslim socio-cultural advancement and progress and the realisation of Hindu-Muslim unity. This study shows that Syed Ahmad’s approach to educational reforms was non-sectarian, but his special emphasis on Muslim education was dictated by the social fact that the Muslim community was backward compared to the Hindus and, moreover, they were suppressed by the British colonial rulers. Syed Ahmad is portrayed here as an advocate
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Nagabhushana, B. "Education System Under British Rule in Andhra." RESEARCH REVIEW International Journal of Multidisciplinary 10, no. 6 (2025): 272–76. https://doi.org/10.31305/rrijm.2025.v10.n6.029.

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When the English East India Company took control of Indian territories, it initially preserved the traditional religious education systems of Hindus and Muslims. Pathshalas taught Sanskrit to Hindus, and mosques served as educational hubs for Muslims. By 1823, the Andhra region came under British rule, continuing with traditional education before reforms were introduced. Colonel Colin Mackenzie and C.P. Brown made notable contributions to Andhra’s history and Telugu literature, respectively. Under Governor Sir Thomas Munro (1822–27), Hindu and Muslim schools were established in each district.
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Nawaz, Dr Shah. "Social Reforms and Political Activism Unpacking the Dual Role of Khudai Khidmatgar Movement." CARC Research in Social Sciences 3, no. 3 (2024): 356–64. http://dx.doi.org/10.58329/criss.v3i3.156.

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This article examines the Khudai Khidmatgar Movement, led by Khan Abdul Ghaffar Khan popularly known as Fakhr-i-Afghan Bacha khan, which played a pivotal role in social reform and political activism in colonial India. Founded in 1929, the movement adopted non-violent resistance to British rule while also addressing deep-rooted social issues within Pashtun society, such as factionalism, illiteracy, poverty, social and gender discrimination and blood feuds. Implying indegounious values, knowledge and tools, Ghaffar Khan promoted education, unity, and peaceful coexistence among his people, challe
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Talekar, P. R. "Social Reforms in India with special reference to Mahatma Phule." International Journal of Advance and Applied Research 5, no. 17 (2024): 66–69. https://doi.org/10.5281/zenodo.12166027.

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A glance at the history of Indian society will make us believe that the transformation of the Indian society into a modern society gained momentum during the British period and was accelerated during the post independent period. Indian society suffered from many social evils like sati, child marriage, untouchability, caste system, etc. In Indian society womenfolk had been most exploited class. As a result of educational policy pursued by Britishers the well-educated generation of Indians became aware of the ideas of freedom, equality, humanity and from their began the process of social awakeni
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Mir, NA, and V. Connell Mir. "Inspirational people and care for the deprived: medical missionaries in Kashmir." Journal of the Royal College of Physicians of Edinburgh 38, no. 1 (2008): 85–88. https://doi.org/10.1177/1478271520083801022.

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Lieutenant Robert Thorpe, a soldier in the British Army in India, visited Kashmir and witnessed the suffering and sorrows of the people there in the nineteenth century; his appeal to British soldiers raised enough funds for the Church Missionary Society to send medical missionaries to the Kashmir Valley. Thus began a process that would see the opening of a 150-bed British Mission Hospital in Srinagar and the start of a new wave of educational and healthcare reforms in the region. As the medical missionary work progressed so did the avenues of research, which led to pioneering work on skin canc
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V, Gunapalasingam, Baskaran T, and Mumthaj Sameem M.S.J. "Sister R.S. Subbalakshmi's Role in the Renaissance of Hindu Community : A special study based on the Educational standard of Tamil Nadu women in 19th and 20th Centuries." Indian Journal of Tamil 4, no. 1 (2023): 1–12. http://dx.doi.org/10.54392/ijot2311.

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The rise and fall of Hindu Community in India is a historical phenomenon. There are various personalities who dedicated themselves to the renaissance of them, regardless of victory or defeat in their efforts. Though the Hindu community seemed to advance in a number of fields in Tamil Nadu especially during the 19th and 20th centuries despite various forms of oppression and destruction. Under- age marriage was among many other factors that resulted in the backwardness of the society. In such a backdrop, the role played by a number of female personalities was immensely commendable for the reawak
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Rauf, Mohammad, Md Fahimuddin, and Md AmanAzeem. "SIR SYED AHMAD KHAN: A VISIONARY REFORMER AND ARCHITECT OF MODERN MUSLIM EDUCATION IN COLONIAL INDIA." International Journal of Advanced Research 13, no. 05 (2025): 1177–85. https://doi.org/10.21474/ijar01/21008.

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Sir Syed Ahmad Khan (1817 1898) was a pioneering reformer, educator, and social activist in 19th-century British India. Recognizing the socio-political and educational decline of Muslims after the fall of the Mughal Empire, he championed reforms to bridge tradition and modernity. His establishment of the Muhammadan Anglo-Oriental College (later Aligarh Muslim University) revolutionized Muslim education by integrating scientific learning with Islamic values. Beyond education, he advocated social reforms, challenged rigid traditions, fostered interfaith harmony, and promoted womens education. Po
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Betsurmath, Chandrashekhar Gangayya, and Saravana Babu Chidambaram. "National Education Policy 2020, India: A planned change management requisite for higher education institutions." Journal of Infrastructure, Policy and Development 8, no. 9 (2024): 3020. http://dx.doi.org/10.24294/jipd.v8i9.3020.

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Background: India’s rich educational heritage dates to ancient times, with popular institutions like Nalanda, Takshashila, and Banarasi-Kasi flourishing as early as the 6th century BC, which offered diverse courses spanning medicine, mathematics, astronomy, and more. Invasions by the Mughals and British during the 12th to 18th centuries disrupted India’s traditional education systems. Post-independence, India faced the challenge of transitioning from ancient to modern education. Remarkably, the country managed to preserve its popular traditional education through a strategic change management
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Dissertations / Theses on the topic "British educational reforms in India"

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Ruswan, 1968. "Colonial experience and muslim educational reforms : a comparison of the Aligarh and the Muhammadiyah movements." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27968.

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This thesis is a comparative study of the educational reforms initiated by the Aligarh and Muhammadiyah movements in India and Indonesia respectively. It covers three main points: Ahmad Khan's and Ahmad Dahlan's educational philosophy; the educational system of the Muhammadan Anglo-Oriental College (MAOC) and Muhammadiyah schools; and the impact of the educational reforms of the two movements to Muslim education in general in the two countries. As will be explained in this thesis, Ahmad Khan and Ahmad Dahlan were deeply concerned with economic and social problems faced by the Muslims due to co
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Uhlén, Karin. "A White Orphan’s Educational Path in British India : A Postcolonial Perspective on Rudyard Kipling’s Novel Kim." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49439.

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In this essay Rudyard Kipling’s novel Kim (1901) is dealt with from a postcolonial perspective, and the aim is to show how three father figures - Colonel Creighton, Mahbub Ali and the lama - individually influence Kim’s education. Furthermore, how their point of view on education and parenting can be used to understand the larger concepts of postcolonialism and the pedagogy of Empire. This essay will argue that Kipling provides three different approaches to education that each can be considered the most suitable for a white orphan in British India during the late nineteenth century. Colonel Cr
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Ben, hassine Asma. "Les réformes whigs en Inde britannique : 1830-1857." Thesis, Paris Est, 2017. http://www.theses.fr/2017PESC0049/document.

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L’Inde britannique fut la scène d’importantes réformes ciblant les pratiques économiques, juridiques, sociales, religieuses, culturelles, éducatives et journalistiques des Indiens. Dans cette thèse, il s’agit de repenser les réformes whigs menées entre 1830, date à laquelle les Whigs dominèrent de nouveau le Parlement, et 1857, date à laquelle la domination britannique de l’Inde fut considérablement bouleversée par une révolte sans précédent. Les réformistes whigs avaient certainement anglicisé les autochtones mais n’avaient pas réussi à les occidentaliser. Il s’est avéré que la majorité des I
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Ramanath, Sumathi. "Late Victorian and post-independence historiography of early nineteenth-century British reforms in India /." 2008. http://proquest.umi.com/pqdweb?did=1597619701&sid=5&Fmt=2&clientId=10361&RQT=309&VName=PQD.

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Clemo, Elizabeth. "Women becoming professionals: British secular reformers and missionaries in Colonial India, 1870-1900." Thesis, 2012. http://hdl.handle.net/1828/4109.

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This paper discusses the means by which some British women created professional roles for themselves out of their philanthropic work in India between 1880 and 1900. I examine the development of these roles in the missionary and secular philanthropic communities and how these women used periodicals as a space to implicitly demonstrate their competence and explicitly argue for their status as educators and medical workers. Colonial India provided a particular context of imperial ideals and gendered realities: Indian women were believed to be particularly deprived of learning, medical care and ―c
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Books on the topic "British educational reforms in India"

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S, Chalam K. Deconstructing higher education reforms in India. Gyan Pub. House, 2011.

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Kumar, Krishna. Political agenda of education: A study of colonialist and nationalist ideas. Sage, 1991.

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Singh, Rajneesh. British reforms to its higher defence organisation: Lessons for India. Institute for Defence Studies & Analyses, 2014.

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Institute for Defence Studies and Analyses, ed. British reforms to its higher defence organisation: Lessons for India. Institute for Defence Studies & Analyses, 2014.

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Nehru Memorial Museum and Library. Centre for Contemporary Studies., ed. British educational policy in the 19th century India: A nationalist critique. Centre for Contemporary Studies, Nehru Memorial Museum and Library, 1997.

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Woodfield, Ian. The damaging effect of recent British educational reforms on secondary school teachers: An empirical study. Edwin Mellen Press, 2008.

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Educational reforms in India for the 21st century. Shipra Publications, 2000.

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Pemba, Tsewang Yishey. Tibet as I Knew It. The Rowman & Littlefield Publishing Group, 2022. https://doi.org/10.5040/9781978734821.

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Written in the 1990s after retirement from his services as a doctor and discovered by his daughter in the loft of their house in Darjeeling in India in 2017, this memoir of Dr. Tsewang Yishey Pemba provides an intricate portrayal of early twentieth-century Tibet. With his finger on the pulse of the Tibetan ethos, Pemba offers glimpses into the traditional sociology of Tibet and occasionally its snail-paced reforms, as well as the British Raj in India, while recollecting his young days in his native country. Pemba also draws information from prized sources like his father´s diaries and his conv
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The political parties and the consitutional reforms in British-India, 1909-1947. Gatidhara, 2001.

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India: British-Indian campaigns in Britain for Indian reforms, justice & freedom, 1831-1947. Banyan Tree, 1997.

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Book chapters on the topic "British educational reforms in India"

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Rao, Parimala V. "Situating British Educational Policies in India." In The Routledge Companion to the History of Education in India, 1780–1947. Routledge India, 2024. http://dx.doi.org/10.4324/9781003493815-1.

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Bara, Joseph. "Schooling ‘Truant’ Tribes: British Colonial Compulsions and Educational Evolution in Chhotanagpur, 1870–1930." In Tribal Studies in India. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9026-6_5.

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Niaz, Laraib, and Kusha Anand. "Populist Visions and the Issue of Exclusion: An Exploration of Educational Policy Reforms in India and Pakistan." In South Asian Education Policy, Research, and Practice. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-47798-0_4.

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Kabir, Humayun. "Minorities in a Democracy." In Liberal Islam. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780195116212.003.0017.

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Abstract The partition of the British colonies in South Asia in 1947 left I 00 million Muslims in the newly independent nation of India, but Muslim Indians comprise only 12 percent of the population of India. The Muslims of India are therefore keenly interested in protection of the rights of minorities.1 This theme is prominent in the work of Humayun Kabir (India, 1906-1969), one of the premier political and intellectual leaders of the Muslim community of India. Born and raised in the West Bengal region and educated both in India and at Oxford University, Kabir supported the Indian nationalist
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Woodin, Tom, Keith Vernon, and Linda Shaw. "The Formation of the Co-operative College and the Interwar Years." In Palgrave Studies in Adult Education and Lifelong Learning. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-72976-8_3.

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Abstract War prevented further progress towards a new institution although summer schools and other educational initiatives, led by Fred Hall, proved popular. Co-operators demanded better educational provision and new legislation. However, relationships between the co-operative movement and the state seriously declined during the war, prompting a fundamental re-think of the movement’s political and educational stance. Co-operation was directly assaulted by the increasing power of corporate cartels, bolstered by influential press barons and acquiescent governments. It thus became even more impe
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"Government of India Act." In Milestone Documents in World History. Schlager Group Inc., 2024. https://doi.org/10.3735/9781961844056.book-part-117.

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The Government of India Act of 1919 was the latest in a series of acts passed by the British parliament to define the structure of government and administration in Great Britain’s chief colony, India. A total of sixteen other Government of India Acts were passed by Parliament. The chief purpose of the 1919 act was to allow the people of India greater participation in their own government. Toward this end, it created a dyarchy, or a dual form of government, in India’s provinces, with power shared by the Crown and local authorities. The Government of India Act of 1919 relinquished to provincial
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Charlton-Stevens, Uther. "A new Anglo-India." In Anglo-India and the End of Empire. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197669983.003.0003.

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Abstract This chapter begins with debates around naming, with self-asserted and ascribed categories for the mixed. The replacement of Eurasian with Anglo-Indian in the Census of India of 1911 satisfied longstanding demands from within the group itself and anchored an amplified level of patriotic identification with Britain prior to the First World War. The difficulties in obtaining sanction for an Anglo-Indian Force, which served in Mesopotamia, highlighted internal and external dividing lines among Anglo-Indians and Domiciled Europeans--especially colorism. The postwar fracturing of communal
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Khan, Mohammad Furqan, Faseeh Amin, and Dr Anisa Jan. "INDIAN ENTREPRENEURIAL CULTURE: A HISTORICAL PERSPECTIVE." In Futuristic Trends in Management Volume 3 Book 23. Iterative International Publisher, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bhma23p3ch1.

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In India, educated youth's quest for nirvana ends with a government job, even if it is a class IV appointment. Indeed, it is complicated to comprehend the motivation of highly qualified youth of the country who opt for a low-profile job in the public sector instead of an entrepreneurial career. Accordingly, raising questions about the higher education system of the country which has failed to produce ambitious and innovative entrepreneurs. Similarly, social acceptance of such irrationality in India is an intriguing conundrum. This paper is an attempt to understand the reasons behind the civil
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Shankar, Pratyush. "Cities of Princely States." In History of Urban Form of India. Oxford University PressDelhi, 2023. http://dx.doi.org/10.1093/oso/9780199468096.003.0010.

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Abstract The partial autonomy that was enjoyed by many Indian states as part of the indirect rule during the British colonial rule, led to some interesting experiments in city development. Cities such as Hyderabad, Gwalior, Mysore, and Baroda managed to create new urban patterns that were a result of larger concerns of social welfare, education reforms apart from symbolism that enhanced the prestige of the state. The role played by freelance professionals such as architects, urban planners, gardeners, and librarian is also discussed in this chapter. These cities and its spaces represent a kind
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Singhvi, L. M. "Educational Reforms in India." In India's Vibgyor Man, edited by Abhishek Manu Singhvi and Lokendra Malik. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199484164.003.0022.

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Dr Singhvi’s views reflected on the occasion of Delhi University convocation on educational reforms are presented in this chapter. He states that the Indian universities need to address the basic issue of what they are expected to achieve and what they are actually producing. Universities and the teaching communities have to be judged by the quality of their product; they have to be judged by the quality of their research. Quality has become increasingly marginal and that is not merely because of the resource crunch. Sometimes I feel that Indian universities today are really neither competitiv
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Conference papers on the topic "British educational reforms in India"

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Dahi Falah Al-Hajri, Nasser. "Kuwaiti families' documents and their importance in documenting the history of Kuwait and the Arabian Gulf in the nineteenth century and the first half of the twentieth century." In IV. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress4-2.

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The history of Kuwait and the Arab Gulf states in the early period of modern history depends on several official sources, the most prominent of which are: British and Ottoman documents and official correspondence between the rulers of the region and foreign powers. However, these documents express the viewpoint of their writers and the orientations of their countries. A dilemma represented in the absence of mechanisms for preserving documents, and this led to a gap in the documentation of the history of the Gulf, especially the economic, social and cultural history. To fill this gap, the cultu
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Fatima Hajizada, Fatima Hajizada. "SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE." In DEVELOPMENT OF THE UZBEKI LANGUAGE AND ISSUES OF INTERNATIONAL COOPERATION INTERNATIONAL SCIENTIFIC-PRACTICAL CONFERENCE MATERIALS. UZBEKI LANGUAGE UNIVERSITY, 2024. http://dx.doi.org/10.36962/duliic-2024-176.

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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and
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Fatima Hajizada, Fatima Hajizada. "SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE." In THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES: NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.

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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and
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