Jameela Fuller Professor Liss History 108 2 October 2011 How Attitudes Changed Between the British and Indians in the Nineteenth Century: How often do we find ourselves attempting to fit in with someone else? The reasons for wanting to be apart of something may vary depending on different people but it is clear that at the end we wish to reach a certain goal, most of the time benefiting us in the long run. Sometime in the late 1600s the British were into relations with nations across the Atlantic. More specifically, later around the 1800s their main concerns rested with a certain Indian nation, the Mughals. Their main reason, among others, for wanting to be there was because of economics.
Do Conrad’s ‘Heart Of Darkness’ and Forster’s ‘Passage To India’ Create An ‘Otherness’ Discourse? | | | | | Joshua Bingham | November 2011 Word Count: 3950 November 2011 Word Count: 3950 | | Abstract The following essay deals with colonial literature and explores the creation of an ‘otherness’ discourse. The ‘otherness’ discourse deals with European perceptions of the colonised peoples, the qualities that were attributed to them and the transformation that the colonised peoples undergo; from individuals to a singular being of ‘other’. It attempts to show that the novels Passage To India and Heart of Darkness create this form of discourse. It shows how the ‘other’ breaks down social constructs set out by the coloniser and how through doing this becomes alienated from the colonising nation.
The Attah had acquired substantial education and was a lecturer, training Native Authority (Local Government) administrators at the Ahmadu Bello University, Institute of Administration, Kaduna, when he was selected by the royal house, presented to the Etemahi, endorsed by the Achadu and Igalamela, and confirmed and subsequently installed on November 2nd, 1956 by the British government. The selection of the Attah Aliyu Obaje deviated from the norm regarding the candidate that would have otherwise become the Attah, Opaluwa Oguche, if the British had not intervened. That intervention in preference for an educated Attah tilted the succession and moved the choice from the Ameh Achor lineage to Itodo Aduga’s, hence while keeping the Attah within the Aj’aku, scuttled the chances of the rightful candidate, who had limited western education. The British demand made it inevitable for the
The Arts and Craft Movement started in the late 1850s in England. It was inspired by the writings of John Ruskin and William Morris who then put Ruskin’s theories into pratice. The movement’s aim was to bring about social reform against the mass production of products during the industrial era. They also sort to create a link between arts and crafts. The Arts and Crafts Movement was brought to America “following the lead of English authors and theorists such as John Ruskin and William Morris, practitioners of the arts and crafts reform movement in America sought a return to the ideal conditions of pre-industrial life”( The Arts and Crafts Movement, 1870-1920 [sa]).
With the establishment of the Delhi Sultanate, Islam spread across large parts of the subcontinent. In 1204, Bakhtiar Khilji led the Muslim conquest of Bengal, marking the eastern-most expansion of Islam at the time. So nowadays, many Hindus still think Islam is an invader’s religion. What’s more, after the Muslim conquest, British occupied India from 1858 to 1947. Then, a significant historical event called “Partition of India”happened on August 15, 1947.
Personal Profile Synopsis Mohammad Ayub Khan was born on May 14, 1907 in Hazra, India. After the partition, he was made commander-in-chief of the army of Pakistan. When President Mirza abrogated the constitution, Ayub had himself declared president and introduced a system of basic democracies. He was confirmed as president and reelected in 1965. Political turmoil caused Ayub to resign in 1969.
Before starting to analyze the aspects in which the British Empire’s existence in Oman was considered as colonization, we should go back in history lane and see what was Oman’s position in the area prior to the British interference. Throughout early centuries Oman was recognized as one of a kind dominant power in the Arabian Gulf region. Its sovereignty was at its peak to an extent that nearly all coastal areas of the Arabian Sea including Bahrain, Qatar and some parts of Iraq used to pay tributes in exchange with the insurance of safe trade routes across the Arabian Sea to the Far East and India. Oman had also dominated the slave and weaponry trade from and to East shores of Africa. These examples strongly supported the fact that Oman had superior naval power in the region.
The coronation was then followed by a celebration which was held in Delhi which is also known as the Delhi Drubar which was held on 1 January 1877. After the Queen came to throne, India was known was ‘The British Raj’ The British wanted to get involved with India due to the trade. India had goods to offer such as cotton, calico, muslins, chintzes, pepper, indigo and spices. By 1740, the British established trading stations in India. The British trade in India was run by East India Company.
Gauri Viswanathan’s essay “The Beginnings of English Literary Study in British India” provides a compelling account of the ideological motivations behind the introduction of English literary education in British India. In her essay, she argues that “literary study gained enormous cultural strength through its development in a period of territorial expansion and conquest, and... the subsequent institutionalization of the discipline in England itself took on a shape and an ideological content developed in the colonial context” (Viswanathan, 431 ). Meaning, colonial policies played a key role in the perpetuation of and institutionalization of English language in India which was then under the rule of Britain, which showed no reservations about exercising its authority in making its colony in India more amenable to its rule. Gauri analyzes the shifts in the curriculum of English Literature devised by British colonial officers and connects the developments within them to Gramsci’s concept of hegemony and debates over the objectives of English education both among the British administrators, as well as between missionaries and colonial officials. According to her, British administrators introduced English literary study in India in the early nineteenth century to improve the moral knowledge of Indians.
They were invited by the secretary to discuss the proposals. The British Caribbean hoped that the federation would lead to their political independence because it would aid in improving the economic growth of small unviable units thus members would be able to assume the responsibility of supporting themselves. In 1945, the first session of the newly organized Caribbean Labour congress demanded that a conference, to be held in the West Indies, should be called for the purpose of the consideration entering a West Indian federation. This action was the beginning of a number of discussions, conferences and working papers, between 1947 and 1958, which prepared the way for the formation of the British West Indies. During this time the British gradually relaxed their grip on the West Indian governments, and provided opportunities for them to share in the administration of their respective territories.