{"title":"独立后的印度当局和教会学校:1947-1960年,比哈尔邦/贾坎德邦乔塔纳格普尔的耶稣会教育","authors":"Aditi Athreya, I. Goddeeris","doi":"10.1177/09731849231171311","DOIUrl":null,"url":null,"abstract":"This article studies the relationship between the authorities of newly independent India and mission schools using the case of (and the perspective/sources from) the Society of Jesus (Jesuits) in Chotanagpur (then South Bihar, now Jharkhand). These relationships were marked by much tension in the late 1940s and early 1950s. An abundance of issues—for instance on finances, appointments, recognition, and management—mirror the fight over the control of the mission schools. However, these debates faded in the late 1950s, inter alia because policy-makers became aware of the benefits of mission schools, both in efficiently educating and in collectively suppressing communism.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Indian Authorities and Mission Schools in the Aftermath of Independence: Jesuit Education in Chotanagpur, Bihar/Jharkhand, 1947–1960\",\"authors\":\"Aditi Athreya, I. Goddeeris\",\"doi\":\"10.1177/09731849231171311\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article studies the relationship between the authorities of newly independent India and mission schools using the case of (and the perspective/sources from) the Society of Jesus (Jesuits) in Chotanagpur (then South Bihar, now Jharkhand). These relationships were marked by much tension in the late 1940s and early 1950s. An abundance of issues—for instance on finances, appointments, recognition, and management—mirror the fight over the control of the mission schools. However, these debates faded in the late 1950s, inter alia because policy-makers became aware of the benefits of mission schools, both in efficiently educating and in collectively suppressing communism.\",\"PeriodicalId\":37486,\"journal\":{\"name\":\"Contemporary Education Dialogue\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Contemporary Education Dialogue\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/09731849231171311\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary Education Dialogue","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/09731849231171311","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
Indian Authorities and Mission Schools in the Aftermath of Independence: Jesuit Education in Chotanagpur, Bihar/Jharkhand, 1947–1960
This article studies the relationship between the authorities of newly independent India and mission schools using the case of (and the perspective/sources from) the Society of Jesus (Jesuits) in Chotanagpur (then South Bihar, now Jharkhand). These relationships were marked by much tension in the late 1940s and early 1950s. An abundance of issues—for instance on finances, appointments, recognition, and management—mirror the fight over the control of the mission schools. However, these debates faded in the late 1950s, inter alia because policy-makers became aware of the benefits of mission schools, both in efficiently educating and in collectively suppressing communism.
期刊介绍:
Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.