Education and Modernity in Colonial Punjab: Khalsa College, the Sikh Tradition and the Webs of Knowledge, 1880-1947 1st Edition

Education and Modernity in Colonial Punjab: Khalsa College, the Sikh Tradition and the Webs of Knowledge, 1880-1947 1st Edition – Ebook Instant Download/Delivery ISBN(s): 9783030535131,9783030535148,3030535134,3030535142

Product details:

• ISBN-10: 3030535142
• ISBN-13: 9783030535148
• Author: Michael Philipp Brunner

This book explores the localisation of modernity in late colonial India. As a case study, it focuses on the hitherto untold colonial history of Khalsa College, Amritsar, a pioneering and highly influential educational institution founded in the British Indian province of Punjab in 1892 by the religious minority community of the Sikhs. Addressing topics such as politics, religion, rural development, militarism or physical education, the study shows how Sikh educationalists and activists made use of and ‘localised’ communal, imperial, national and transnational discourses and knowledge. Their modernist visions and schemes transcended both imperialist and mainstream nationalist frameworks and networks. In its quest to educate the modern Sikh – scientific, practical, disciplined and physically fit – the college navigated between very local and global claims, opportunities and contingencies, mirroring modernity’s ambivalent simultaneity of universalism and particularism.

Table contents:

1. Introduction: Gurus, Grades, and the Globe: Khalsa College, Education, and Colonial Modernity in South Asia
2. The Politics of Education: Socio-Religious Transformation, Politicised Sikhism and Limited Nationalism at Khalsa College, c. 1880–1947
3. Conceiving Modern Sikhism: Religious Instruction, Scientism, and Comparative Religion at Khalsa College
4. Teaching Development: Scientific Agriculture and Rural Reconstruction at Khalsa College
5. Disciplining the Martial Sikh: Physical Education, Youth Organisations, and Military at Khalsa College
6. Conclusion: Localised Modernity, Hybrid Knowledge, and Postcolonial (Dis-)Continuities

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