Under the patronage of the Government of Bombay.

Prologue: Global itineraries, Earth inscriptions -- In pursuit of a global thing -- "As you live in the world, you ought to know something of the world"--The global pandit -- Down to Earth? Of girls and globes -- "It's called a globe. It is the Earth. Our Earth!" -- Epilogue: The conquest of the world as globe

Guiding the reader on a tour of the sights and sounds of an emerging city struggling to shake off colonialism and wrestling with the formation of its own budding identity, Narayan’s beguiling book offers descriptions of Mumbai’s daily life, its people and its institutions: the parts of the whole that come together to create this diverse and vivacious place. This valuable text is a rare and enthralling glimpse into a fascinating period and place otherwise lost to time.

Winner of the 2021 Kamaladevi Chattopadhyay–NIF Book Prize The definitive biography of Dadabhai Naoroji, the nineteenth-century activist who founded the Indian National Congress, was the first British MP of Indian origin, and inspired Gandhi and Nehru. Mahatma Gandhi called Dadabhai Naoroji the “father of the nation,” a title that today is reserved for Gandhi himself. Dinyar Patel examines the extraordinary life of this foundational figure in India’s modern political history, a devastating critic of British colonialism who served in Parliament as the first-ever Indian MP, forged ties with anti-imperialists around the world, and established self-rule or swaraj as India’s objective. Naoroji’s political career evolved in three distinct phases. He began as the activist who formulated the “drain of wealth” theory, which held the British Raj responsible for India’s crippling poverty and devastating famines. His ideas upended conventional wisdom holding that colonialism was beneficial for Indian subjects and put a generation of imperial officials on the defensive. Next, he attempted to influence the British Parliament to institute political reforms. He immersed himself in British politics, forging links with socialists, Irish home rulers, suffragists, and critics of empire. With these allies, Naoroji clinched his landmark election to the House of Commons in 1892, an event noticed by colonial subjects around the world. Finally, in his twilight years he grew disillusioned with parliamentary politics and became more radical. He strengthened his ties with British and European socialists, reached out to American anti-imperialists and Progressives, and fully enunciated his demand for swaraj. Only self-rule, he declared, could remedy the economic ills brought about by British control in India. Naoroji is the first comprehensive study of the most significant Indian nationalist leader before Gandhi.

This book considers teaching in modern institutional settings, among other things, as the ethical questioning and reversal of passively accepted prejudices, particularly in contexts of diversities and inequalities. Its thematic focus is the ethics of teacher-learner and learner-learner relationships within the democratic setup, and the possibilities of critique and transformation emerging out of such a relationship. The first theme of the book is diversity and pluralism, the second is the question of inequality in such contexts of radical diversity. With respect to this question, an unavoidable phenomenon of our times is the capitalisation of education and the reductionist view of learners as customers and consumers of knowledge. The approach to education that sees students merely as skilled human resources to be readied for the job market militates against critical thinking and do not respond appropriately to the questions of diversity and inequality. Thus, a significant focus of the book is the impact of inherited inequalities of caste and race on classroom ambience and teachers' interventions in the modern institutional context. The pertinent question is the increasing unwillingness of teachers to recognise and challenge discriminatory views and play their role in social transformation. In this regard, the teaching and learning of the humanities is also investigated. Teaching and the traditional classroom, it is often said, may not be required in the future as machines and remotely located teachers/explicators might claim their place. Hence, another question of focus is whether such a future would be hospitable to the critical task of education to cultivate young citizens of democracies.

This book identifies and describes the first stage in the advent and growth of English education in India. The first schools in India were the charity schools, asylums and orphanages opened under the auspices of the Church of England for religious instruction, training and care of ‘half-caste’ or mixed-race children, the progeny of Protestant fathers from Indian women. It examines the influence of the ‘half-caste’ community and the missionaries on the growing Indian demand for English education and opportunities for employment. The well-entrenched scenarios on the pre-history of Hindoo College Calcutta are re-examined in the light of new evidence discussed here for the first time. The book further analyses the shifts in the educational policies by the British colonial administrators and the interventions by the likes of Trevelyan, Macaulay and Bentinck. Detailed and insightful, this volume will be of great interest to students and researchers of history, literature, postcolonial studies, cultural studies, colonial expansion, and South Asian studies.