English Studies In India

This volume is a collection of scholarly papers that explore the complex issues concerning English Studies in the present Indian context. The discussions in this volume range from historical perspectives to classroom-specific pedagogies, from sociological and political hierarchies to the dynamics of intellectual development in the English language environment. Interrogating both policy and practice pertaining to English Studies in the context of Indian society, culture, history, literature and governance, the chapters seek to formulate contemporary perspectives to these debates and envision alternative possibilities. Since the introduction of English to India more than 2 centuries ago, the language has transmuted the very fabric of Indian society, culture, history, literature and governance. The idea of India cannot be conceived in its entirety without taking into consideration the epistemological role that English has played in its formation. The present globalized world order has added dimensions to English Studies which are radically different from those of India’s colonial and postcolonial past. It is therefore imperative that the multitudinous shades and shadows of the discipline be re-examined with inputs drawn from the present context. This volume is for scholars and researchers of English literature and language studies, linguistics, and culture studies, and others interested in exploring new paradigms of engagement with the disciplinary formulation of English Studies in India.

This volume is a collection of scholarly papers that explore the complex issues concerning English Studies in the present Indian context. The discussions in this volume range from historical perspectives to classroom-specific pedagogies, from sociological and political hierarchies to the dynamics of intellectual development in the English language environment. Interrogating both policy and practice pertaining to English Studies in the context of Indian society, culture, history, literature and governance, the chapters seek to formulate contemporary perspectives to these debates and envision alternative possibilities. Since the introduction of English to India more than 2 centuries ago, the language has transmuted the very fabric of Indian society, culture, history, literature and governance. The idea of India cannot be conceived in its entirety without taking into consideration the epistemological role that English has played in its formation. The present globalized world order has added dimensions to English Studies which are radically different from those of India’s colonial and postcolonial past. It is therefore imperative that the multitudinous shades and shadows of the discipline be re-examined with inputs drawn from the present context. This volume is for scholars and researchers of English literature and language studies, linguistics, and culture studies, and others interested in exploring new paradigms of engagement with the disciplinary formulation of English Studies in India.

Right from its formal introduction in India in 1835, through Thomas B. Macaulay’s Minute, English has been intrinsically linked with the employment prospects of Indians. During their regime, the British promoted English education to fulfil the requirement of English-knowing Indians for administrative purposes. Owing to globalization, the last few years have witnessed the opening up of thousands of lucrative job opportunities for graduates proficient in English. English has gained importance in India as the language of opportunities. In colonial India, English education was a passport to government jobs, while in the twenty-first century, proficiency in English is essential for private sector jobs. This book examines the development of curricula in English in Indian universities vis-a-vis the needs of second language learners studying in Special English programmes of Bachelor of Arts (BA). It also reflects on how globalization has strengthened the connection between English and employment.

This book examines the status of English Studies in India, aspirations pinned on the subject by students, teachers, policy-makers and society in general, and how these are addressed at the higher education level. It presents analytical background discussions of the history and policy environment, and offers open-ended, multi-faceted and multi-vocal accounts of particular aspects of contemporary Indian English Studies, including curriculum, pedagogy, research, employment, relation to Indian vernaculars and translation studies. Reconsidering English Studies in Indian Higher Education is an invaluable source for anyone interested in: The relevant histories and higher education policies Professional concerns, including employment, management, teaching and scholarly practices, and negotiations in terms of socio-cultural life Student attitudes, experiences and aspirations Management ethos and academic work in a comparative perspective, informed by the situation and debates in the United Kingdom and United States of America The context of global English Studies and globalization The book will be of primary interest to academic readers such as students, teachers and researchers in English Studies in India, Britain and wherever the discipline is pursued at higher education level Suman Gupta is Professor and Chair in Literature and Cultural History at The Open University. Richard Allen is Professor Emeritus at the Department of English at The Open University. Subarno Chattarji is Associate Professor at the Department of English, University of Delhi. Supriya Chaudhuri is Professor Emeritus at the Department of English, Jadavpur University, Kolkata.

In This Cogently Argued Discourse Professor C.D. Narasimhaiah Reconstructs His Intellectual Odyssey In The Discipline Of English Studies In Terms Of An Irreversible Movement Away From The Exclusive Domain Of A Literature Written In The U.K. To A More Inclusive, Enriching And Composite Concept Of Literature Written In English The World Over.

• The book focuses on the teaching of English language and current studies in the pedagogy of language in Indian schools • It discusses issues of (second) language acquisition and learning, ELT studies, literacy studies and critical pedagogies in language and literature. • Will be of interest to teachers of secondary and higher secondary schools, teacher educators, curriculum designers and developers of language, teacher education institutions, departments of education and those working in the areas of language education and literacy across US and UK

Indian Research In English Studies Has A Long And Rich Tradition But, Unfortunately, It Has Failed To Make Any Notable Impact On The Academic World. This Is Largely Due To The Fact That Most Of The Indian Doctoral Dissertations In English Studies Lie Buried In University Libraries And Are Inaccessible To Aspiring Researchers. No Attempt Has Been Made So Far To Establish Any Link Or Co-Ordination Between Research Activities Of Different Universities/Institutes. This Has Resulted In A Total Neglect Of Earlier Research And Unnecessary Duplication.The Present Volume Is Designed To End This Unhappy Situation By Providing A Complete And Authentic Account Of Research Carried Out In Indian Universities Not Only In British, American, Commonwealth And Indian English Literature But Also In Comparative Studies, Translation Studies, Language, Linguistics And Elt. Entries On The Above Mentioned Are Arranged Subject-Wise In Chronological Sequence And Are Followed By A Separate Section On Individual Authors In Alphabetical Order. Thus It Provides A Consolidated View Of Indian Research In English And Serves As An Invaluable Reference Manual. It Is A Step Towards Orientation And Systematisation Of Indian Research In English Studies And Will Help To Make Research A Well-Informed, Well-Planned And Meaningful Exercise.

English literature is studied, at some stage or other, by almost every middle and upper-class person in India. Its importance as a discipline, or as a body of texts, that shapes the minds, attitudes, behavior and social aspirations of India's educated urban elite is often fundamental. Yet some of the most basic questions about English literary studies in India--their relevance and validity, their social functions, their institutional contexts, their pedagogic and publishing practices--are never posed. The seventeen essays in this volume break the silence and ask why. This volume will be invaluable to those interested in sociology, history, colonialism and culture, and to all who teach or study English literature anywhere in the world.