For much of the eighteenth and nineteenth centuries, the British East India Company consolidated its rule over India, evolving from a trading venture to a colonial administrative force. Yet its territorial gains far outpaced its understanding of the region and the people who lived there, and its desperate efforts to gain knowledge of the area led to the 1815 appointment of army officer Colin Mackenzie as the first Surveyor General of India. This volume carefully reconstructs the life and career of Mackenzie, showing how the massive survey of India that he undertook became one of the most spectacular and wide-ranging knowledge production initiatives in British colonial history.
This book is an exploration of the way in which the characters in Rudyard Kipling’s short stories use superior knowledge, which often involves deception and the playing of practical jokes. There was early critical hostility to the stance adopted by Kipling’s characters, that of a superior knowledge acquired by friendship with a small male circle. This book engages with a long-standing critical tradition which treats the jokes as acts of vicarious revenge or symptoms of supposed defects in Kipling’s personality, instead setting his use of the practical joke in the wider social context of his time.
In this book Kipling’s writing is examined for what it reveals about a complex, self-conscious but powerful range of values rather than what it is supposed to disguise or conceal. Although he endorsed British colonial rule, Kipling was frank about the slackness, endemic rule-breaking and second-rate nature of British rule in India. He also criticised some of the widespread cultural, religious and moral phenomena of his time, which he thought harmful. Many of his short stories contain an implied but serious criticism of Victorian beliefs, from attitudes to death-beds, and schoolboys to Positivism.
Описание: This volume uncovers the colonial epistemologies which have long dominated the transfer of curriculum knowledge across nation states, and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and negotiation within curriculum studies research.
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