Advertisement

The Organic Intellectual and English Studies in India

  • Prabhat Jha
Chapter

Abstract

The paper discusses the importance of incorporating the study of oral literature in the syllabi of English literature across the country in order to know the Lokāyata tradition. It also connects this with the growth of organic intellectuals who can inspire radical change by understanding the evolution of the cultural roots of the country with a direct involvement of the masses. The paper illustrates this through a comparative study of Macaulay and Grierson, the two British officers, and their approaches to the issue. The former advocated the study of British literature, whereas the latter emphasised the readings of oral tradition. The paper advocates an overall internal change in the syllabi through the inclusion of the Indian oral tradition for the benefit of its masses.

Keywords

English studies Oral tradition Lokāyata Organic intellectuals Macaulay Grierson 

References

  1. Ahmad, A. (2007). In theory. Oxford: New Delhi.Google Scholar
  2. Chatterjee, S., & Datta, D. (2007). An introduction to Indian philosophy. New Delhi: Rupa.Google Scholar
  3. Chattopadhyay, D. (1992). Lokayata. New Delhi: People’s Publishing House.Google Scholar
  4. Curtis, M. (2009). Orientalism and Islam. New York: Cambridge University Press.CrossRefGoogle Scholar
  5. Foucault, M. (1995). Discipline and punish. New York: Vintage Books.Google Scholar
  6. Gramsci, A. (2001). The formation of the intellectual. In V. B. Leitch (Ed.), The Norton anthology of theory and criticism (pp. 1135–1143). New York: Norton.Google Scholar
  7. Grierson, G. A. (2009). In H. Jha & V. Jha (Eds.), Maithili chrestonomy and vocabulary. Darbhanga: Kalyani Foundation.Google Scholar
  8. Jha, H. (2009). The concept of the ‘Folk’ and ‘Loka’: A review. In R. Mukherjee & M. N. Rajesh (Eds.), Locality, history, memory: The making of the citizen in South Asia (pp. 12–18). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
  9. Macaulay, T. B. (2015). From minutes on Indian education (2 Feb, 1835). In V. Shea & W. Whitla (Eds.), Victorian literature: An anthology (pp. 166–169). West Sussex: Wiley.Google Scholar
  10. Said, E. (1979). Orientalism. New York: Vintage Books Edition.Google Scholar
  11. Sillitoe, P. (1998). The development of indigenous knowledge: A new applied anthropology. Current Anthropology, 39(2), 223–252.  https://doi.org/10.1086/204722.CrossRefGoogle Scholar
  12. Thiong’o, N. w. (2004). Decolonising the mind: The politics of language in African literature. Nairobi: East African Publishers.Google Scholar
  13. Viswanathan, G. (2003). The beginning of English literary study in British India. In B. Ashcroft et al. (Eds.), The post-colonial studies reader. Cornwall: Routledge.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Prabhat Jha
    • 1
  1. 1.Department of EnglishCentral University of South BiharGayaIndia

Personalised recommendations