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Learning Femininity In Colonial India, 1820-1932$
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Tim Allender

Print publication date: 2016

Print ISBN-13: 9780719085796

Published to Manchester Scholarship Online: May 2016

DOI: 10.7228/manchester/9780719085796.001.0001

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Code school accomplishments and Froebel

Code school accomplishments and Froebel

race and pedagogy, 1883–1903

Chapter:
(p.202) Chapter Seven Code school accomplishments and Froebel
Source:
Learning Femininity In Colonial India, 1820-1932
Author(s):

Tim Allender

Publisher:
Manchester University Press
DOI:10.7228/manchester/9780719085796.003.0007

Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north India that created official legal boundaries that formalised the racialization of colonial female teaching aimed principally at producing Eurasian teachers. A new influx of European women professionals to India began after the opening of the Suez canal in 1869. They deployed new networks of limited interaction. Now identified by name by the raj, these women professional teachers set about capturing an emerging middle class female student market, transferring accomplishments education more directly from Europe. The transference forced them to negotiate new feminine cultural terrain in India and, in this competitive market, compete with each other in ways that showed strong variability in their willingness to accommodate new teacher training approaches, particularly Froebel kindergarten philosophy. This chapter also identifies luminaries from this European cohort who were able to indigenize European pedagogy for the benefit of young learners who were Indian girls.

Keywords:   Gender, Code, Eurasian, Indian girls, Kindergarten, Froebel, Teacher, Accomplishments, Pedagogy, Class

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