Abstract
The Indian education system was replaced by the British system, recommended
by Lord Macaulay. The main objectives of an education system, according to the
international norms, is development of critical thinking, logical reasoning,
character building, love for one’s nation and humanity, and service to God.
However, the colonial attitude was totally against such approaches. British
education system was introduced to create a group of literate Indians who
would assist the British in ruling the country and in strengthening their political
authority. The colonial system of education kept suppressed the nationalist
feelings of Indians and changed the basic philosophy of their life. The English
writers of the colonial period also advocated the colonial policies in their texts
and tried to justify the point of view of the colonizers. A Passage to India by
E.M. Forster also reflects this view point. The present paper is an attempt to
analyze the colonial attitude of the ruling British about delivering the education
in India. The research method is qualitative and analytical; the text is studied
for the identification of colonial discourse about the education system and is
analyzed in the light of relevant critical study from various dimensions. The
analysis reveals that the texts of the colonial period reflect the colonial policy.
Gulzar Jalal Yousafzai, Arif Khan. (2017) The British Education Policy and Colonial Discourse: A Case Study of Passage to India by E. M. Forster, Putaj Humanities And Social Science, Volume-24, Issue-2.
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