Literaturnachweis - Detailanzeige
Autor/in | Preeti |
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Titel | Agriculture as Knowledge: Delegitimising 'Informal' Knowledge through Colonial Pedagogy in Bihar, 1880-1930 |
Quelle | In: History of Education, 51 (2022) 4, S.522-540 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Preeti) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0046-760X |
DOI | 10.1080/0046760X.2021.1998651 |
Schlagwörter | Teaching Methods; Educational History; Rural Areas; Power Structure; Indigenous Knowledge; Agricultural Education; Agricultural Production; Moral Values; Colonialism; Indians; Natural Disasters; Reports; Scientific Research; Technological Advancement; Foreign Countries; United Kingdom Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Rural area; Ländlicher Raum; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Moral value; Ethischer Wert; Kolonialismus; Inder; Natural disaster; Naturkatastrophe; Abschlussbericht; Berichten; Technological development; Technologische Entwicklung; Ausland; Großbritannien |
Abstract | Agricultural improvement was a vital aspect of the 'development scheme' of the British Government in India as agriculture was the most revenue-generating industry in Bihar. From the first Famine Commission Report of 1880, there was a set agenda to improve agriculture through education. This was to be achieved through importing western science and technology by establishing premium institutes and a range of experiment stations. In this process, the British tried to juxtapose western lab-based knowledge over the time-tested local knowledge based on observation. This article attempts to locate agriculture as knowledge and how informal knowledge was proscribed by the British. It tries to unfurl the hitherto unquestioned links between agriculture, knowledge and the rural people. As knowledge encompasses power configurations, this article also aims to unravel the intellectual power and moral hegemony promoted by colonial pedagogy to subjugate the Indian people because they were employing a different knowledge system. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |