by Gajendra Singh University of Exeter Posted in partnership with the History Department at the University of Exeter and The Imperial and Global Forum. One of the earliest films to be shot and then screened throughout India were scenes from the Delhi Durbar between December 29, 1902 and January 10, 1903 The Imperial Durbar, created to celebrate […]
Why are some medieval kings still widely remembered today, when so many others have been forgotten?
by David Rahimi Starting with the encounter with European colonialism and modernity in the eighteenth century, Muslims increasingly began to worry that Islam was beset by existential crises as Muslim countries slowly fell under colonial domination. Some thought Islam had stagnated and made Muslims weak; others said true Islam already had the answers to modernity. […]
Not Even Past asked the UT Austin History faculty to recommend great books for Women’s History Month. The response was overwhelming so we will be posting their suggestions throughout the month. Here are some terrific book recommendations on women and gender in East Asia and South Asia
It may sound strange to many readers, but when I was growing up as the son of upper middle-class civil servants in India in the 1960s, I was hardly aware of the existence of caste distinctions.
European monasteries were segregated by sex — for men or women only — and the inhabitants were expected to be celebate. In South Asia, where many different religious traditions grew up side by side in the same terrain since the earliest times, monasticism neither insisted on absolute celibacy for men, nor did they exclude women. Many monastic men moved from site to site collecting food and exchanging information.
More books on women and colonialism in Northeast India.
Schools across the world strive to instill national pride in students by presenting a shared history of the nation’s development – a common past. Yet, in the case of India, there is no consensus on the common past, leaving students without a clear understanding of Indian history.
Gauri Viswanathan provides a fascinating account of the ideological motivations behind the introduction of English literary education in British India. She studies the shifts in the curriculum and relates such developments to debates over the objectives of English education both among the British administrators, as well as between missionaries and colonial officials.
Judith Brown’s Gandhi, Prisoner Of Hope published in 1989 amply reflects the decades of quality research that went into its production. Brown elucidates Gandhi’s transition from being “a man of his time” to “a man for all times and all places” by his unswerving and whole-hearted submission to the idea of satyagraha or truth-force, most significantly reflected in the deep questions that he asked, many of which he himself did not find answers to.