Agriculture as Knowledge: Delegitimising 'Informal' Knowledge through Colonial Pedagogy in Bihar, 1880-1930

Autor/in	Preeti
Titel	Agriculture as Knowledge: Delegitimising 'Informal' Knowledge through Colonial Pedagogy in Bihar, 1880-1930
Quelle	In: History of Education, 51 (2022) 4, S.522-540 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Preeti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2021.1998651
Schlagwörter	Teaching Methods; Educational History; Rural Areas; Power Structure; Indigenous Knowledge; Agricultural Education; Agricultural Production; Moral Values; Colonialism; Indians; Natural Disasters; Reports; Scientific Research; Technological Advancement; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Rural area; Ländlicher Raum; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Moral value; Ethischer Wert; Kolonialismus; Inder; Natural disaster; Naturkatastrophe; Abschlussbericht; Berichten; Technological development; Technologische Entwicklung; Ausland; Großbritannien
Abstract	Agricultural improvement was a vital aspect of the 'development scheme' of the British Government in India as agriculture was the most revenue-generating industry in Bihar. From the first Famine Commission Report of 1880, there was a set agenda to improve agriculture through education. This was to be achieved through importing western science and technology by establishing premium institutes and a range of experiment stations. In this process, the British tried to juxtapose western lab-based knowledge over the time-tested local knowledge based on observation. This article attempts to locate agriculture as knowledge and how informal knowledge was proscribed by the British. It tries to unfurl the hitherto unquestioned links between agriculture, knowledge and the rural people. As knowledge encompasses power configurations, this article also aims to unravel the intellectual power and moral hegemony promoted by colonial pedagogy to subjugate the Indian people because they were employing a different knowledge system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01