First published in 1986, this book sets Kipling firmly in the historical context not only of contemporary India but of prior Anglo-Indian writers about India. Despite his enthusiastic reception in England as ‘revealer of the East’, in India he seems to have been regarded as just one more Anglo-Indian writer. The author demonstrates the traditionalism of Kipling’s use of the themes of Anglo-Indian fiction – themes such as the ‘White Man’s grave’, domestic instability, frustration and loneliness. In particular, Kipling is shown to be writing in a strongly conservative idiom, concentrating on the role of the British hierarchy as the determining factor in a response to India, on British insecurity and fears of a repeat of the 1857 mutiny, and regarding Indian institutions only in so far as they represented a threat to British rule. Conservative critiques of liberalism are also discussed.

The Most Comprehensive Bibliography of the 1857 Revolt in Print--1191 Entries on the Sepoy Rebellion. Published in 2007, The Sepoy Mutiny: 1857 is the most current and authoritative collection of English language mutiny literature published since 1966. It is an essential guide for writers, collectors, dealers--any student of the 1857 revolt and its importance to the modern state of India. - 1161 entries; all books. There are no listings for newspapers or manuscript collections. - Approximately 90% of the entries were physically checked and read by the author. - Every entry lists the location of the title and many entries provide the accession number and well as a short printing history where available. - A complete index lists authors, book titles, and event or place names. The Sepoy Mutiny: 1857 is the most authoritative reference available in print.

What does it mean for education to be a fundamental right, and how may children benefit from it? Surprisingly, even when the right to education was added to the Indian Constitution as Article 21A, this question barely received any attention. The book identifies justiciability—or, more broadly, enforceability—as the most important feature of Article 21A, meaning that children and their parents must be provided with means to effectively claim their right from the State; otherwise, it would remain a ‘right’ only on paper. The book highlights how lack of access to the Indian judiciary means that the constitutional promise of justiciability remains unfulfilled. It deals with the possible alternative means the State may provide for the poor to claim the benefits under Article 21A, and identifies the grievance-redress mechanism created by the ‘Right of Children to Free and Compulsory Education Act, 2009’ as a potential system of enforcement. Even though this system is found to be deficient, the book concludes with an optimistic outlook, hoping that rights advocates may, in the future, focus on improving such mechanisms for legal empowerment.

A bitter debate erupted in 1834 between Orientalists and Anglicists over what kind of public education the British should promote in their growing Indian empire. This collection of the main documents pertaining to the controversy (some published for the first time) aims to recover the major British and South Asian voices, broaden our understanding of imperial discourses and recognise the significant role of the colonised in the shaping of colonial knowledge. Bringing together into a single volume documents not easily obtained - long out of print, never before published, or scattered about in sundry books and journals - enables modern readers to judge the relative merits of the various arguments and undermines the common impression that the controversy was simply an exercise in colonial power involving only Europeans.