The British Education Policy and Colonial Discourse: A Case Study of “A Passage to India” by E. M. Forster

  • Gulzar Jalal Yousafzai & Arif Khan

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 strengthen 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.

Published
2017-12-22
How to Cite
& ARIF KHAN, Gulzar Jalal Yousafzai. The British Education Policy and Colonial Discourse: A Case Study of “A Passage to India” by E. M. Forster. PUTAJ - Humanities and Social Sciences, [S.l.], v. 24, n. 2, p. 49-58, dec. 2017. ISSN 2219-245X. Available at: <http://putaj.puta.pk/index.php/hss/article/view/415>. Date accessed: 26 may 2018.