Series editor(s): Professor Carol Camp-Yeakey
Subject Area: Education
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|Title:||Affirmative Actions and the Scheduled Castes: Access to Higher Education in India|
|Volume:||5 Editor(s): Walter R. Allen, Marguerite Bonous-Hammarth, Robert T. Teranishi, Ophella C. Dano ISBN: 978-0-76231-182-8 eISBN: 978-1-84950-328-0|
|Citation:||G.G. Wankhede (2005), Affirmative Actions and the Scheduled Castes: Access to Higher Education in India, in Walter R. Allen, Marguerite Bonous-Hammarth, Robert T. Teranishi, Ophella C. Dano (ed.) Higher Education in a Global Society: Achieving Diversity, Equity and Excellence (Advances in Education in Diverse Communities: Research, Policy and Praxis, Volume 5), Emerald Group Publishing Limited, pp.329-342|
|DOI:||10.1016/S1479-358X(05)05016-3 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Importance and relevance of formal education continues to be a significant factor in social development and change. This is particularly important in developing countries like India, which has been traditionally and historically driven by the principle of inequality and hierarchy through religion and a caste system. Education has been a monopoly of few upper castes (especially Brahmins) whereas majority masses have been denied access to education. Education underwent significant change only after the advent of British. Although the Britishers’ goal of introducing modern education was limited to their vested interests, it was secular in nature and open to all and therefore it could reach the castes other than Brahmins. Supported by modern system of education, the industrial revolution brought modern values of life, such as equality and humanity, to India. For the first time in the history of India's education, these castes could access formal education.
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