The Wars Of The Roses - 1181 Words

et was a decisive engagement in the Wars of the Roses, a dynastic conflict of 15th-century England. The military action, along with the subsequent Battle of Tewkesbury, secured the throne for Edward IV. On 14 April 1471 near Barnet, then a small Hertfordshire town north of London, Edward led the House of York in a fight against the House of Lancaster, which backed Henry VI for the throne. Leading the Lancastrian army was Richard Neville, 16th Earl of Warwick, who played a crucial role in the fate of each king. Historians regard the battle as one of the most important clashes in the Wars of the Roses, since it brought about a decisive turn in the fortunes of the two houses. Edward s victory was followed by fourteen years of Yorkist rule†¦show more content†¦On their return to the battlefield, Oxford s men were erroneously shot at by his allies commanded by John Neville, 1st Marquess of Montagu. The Lancastrians lost the battle as cries of treason spread through their line, di srupting morale and causing many to abandon the fight. While retreating, Warwick was killed by Yorkist soldiers. Warwick had been such an influential figure in 15th-century English politics that, on his death, no one matched him in terms of power and popularity. Deprived of Warwick s support, the Lancastrians suffered their final defeat at the Battle of Tewkesbury on 4 May 1471, which marked the downfall of the House of Lancaster and the ascendancy of the House of York. Three centuries after the Battle of Barnet, a stone obelisk was raised on the spot where Warwick purportedly died. Contents [hide] 1 Background 2 Commanders 2.1 Yorkist 2.2 Lancastrian 3 Prelude 4 Fighting in the mist 5 Post-battle 6 Legacy 6.1 Shakespearian dramatisation 6.2 Battlefield 7 Notes 8 References 9 Bibliography 10 External links Background[edit] Further information: Wars of the Roses The Wars of the Roses were a series of conflicts between various English lords and nobles in support of two different royal families. In 1461, the conflict reached a milestone when the House of York supplanted its rival, the House of Lancaster, as the ruling royal house in England. Edward IV, leader of the Yorkists, seized the throne from the

Designing for Dollars Essay Sample free essay sample

This assignment will be graded as either â€Å"complete† or â€Å"incomplete† . Please note that you must finish this first assignment in order to subject all other assignments traveling frontward in this class. The assignment will prove your ability to efficaciously use occupation hunt engines/sites to happen a suited occupation posting that meets your needs/career goals/abilities. Instruction manuals:1. Choose one relevant and current occupation poster of â€Å"real† involvement to you ( post-graduation ) from a Canadian occupation hunt engine. 2. Make a transcript of your selected occupation posting ; you keep a transcript. and a 2nd transcript will be submitted to your professor. 3. Once you have selected a occupation poster of involvement. delight besides complete the affiliated questionnaire ( 13 inquiries ) outlined on the following page. If you chose to handwrite your replies. delight guarantee that your authorship is legible. 4. Please submit a printed paper transcript of both paperss ( posting and questionnaire to your professor at the beginning of category in hebdomad 2. We will write a custom essay sample on Designing for Dollars Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Questions Student Responses – finish the followers: 1. Your name/student # . current plan country of survey and calling end station graduation: Name: Student # : Plan Name: After I graduate. as a precedence I will be: ( look into box most applicable ) * looking for full clip work in Canada * traveling to University * Other – please elaborate: 2. Are you presently working? Check applicable box. [ ] Yes presently working [ ] No non presently working 3. Make you hold any voluntary experience? Check applicable box. [ ] Yes I have volunteer experience [ ] No I do non hold any voluntary experience 4. What is the occupation rubric / organisation name and industry related to the occupation posting that you have selected. Does this occupation align with your field of survey? Check applicable box. The occupation rubric for this place is: The company hiring is: [ ] Yes it aligns with my field of survey [ ] No it does non aline with my field of survey. Then choose another occupatio n. 5. What cognition. accomplishments and/or abilities are required for this occupation and make you run into those standards? Check applicable box. List the cognition. accomplishments and abilities required: [ ] Yes I meet all demands [ ] No I do non run into all demands – so choose another occupation poster. 6. What instruction degree is required for this occupation and make you run into those standards? Check applicable box. List the instruction degree required: [ ] Yes I will run into this demand upon graduation [ ] No I will non run into this demand – so choose another occupation posting. 7. How much work experience is required for this occupation and make you run into those standards? Check applicable box. Sketch the Work Experience required: [ ] Yes I have this degree of work experience. [ ] No I do non hold this degree of work experience – so choose another. 8. What does this occupation wage and does it run into your fiscal needs/goals? ( if non noted. research and happen it ) Check applicable box. What will this occupation wage? It wasn’t noted. but I looked up the market value and it is: [ ] Meets my fiscal goals/needs. [ ] No it does non run into my fiscal needs/goals – so choose another. 9. How does this occupation fit your personal calling ends and involvements? Explain in point signifier. This occupation posting lucifers my personal calling ends and involvements because: 10. Explain why you take this place over all others available? Explain in point signifier. I chose this peculiar place over all others available because: 11. On a 5 point graduated table ( 1: low and 4: strong ) please rate your English authorship and presentation accomplishments. I perceive my English authorship skill degree to be at this degree: I perceive my English presentation accomplishment degree to be at this degree: 12. Have you made two transcripts of the occupation poster ; [ ] Yes. one transcript for me. and one transcript for my professor. [ ] No. Then delight make so. 13. Is at that place anything else that you want me to cognize approximately you as it relates to this class and/or your calling ends?

Nationalist state in southern Africa

Introduction The origin of African state in the modern period dates back to the pre-colonial era. African history and modern are totally different, and its contemporary political and economic structures are different. Africa state has failed because of internal corruption, poor governance and hostile external environment, but this can be improved. Southern Africa state is one of the recognized states in Africa.Advertising We will write a custom research paper sample on Nationalist state in southern Africa specifically for you for only $16.05 $11/page Learn More There are several empirical and socially constructed attributes that can be identified in Southern African region. Most of the contemporary states, in Southern Africa, region share the same colonial and postcolonial history. The region was originally colonized by Portuguese on both coasts, today these are Mozambique and Angola. The Dutch colonized South Africa. Angola, Mozambique, and Namibia were under the German rule. The other Southern countries were under the imperial British (Gerhart 143). Today the Anglo linguistic, political and economic heritage is a similar feature in most of these countries. Liberation movements in Angola, Zimbabwe, Namibia, Mozambique and Southern Africa resorted to armed struggle to attain independence. The Cold war generated apartheid in South Africa, which campaigned for regional destabilization against neighboring countries, and the effect was felt in all Southern African countries. In this case, were going to discuss the nationalism in South Africa as an institution of democracy and development, as well as an obstacle preventing the achievement of these goals. South Africa’s nationalist state South Africa is a country, which is found in the Southern part of Africa. It consists of nine provinces. Its neighbors to the north are Namibia, Botswana and Zimbabwe. To the east its neighbor is Mozambique and Swaziland. Lesotho is surrounded by South African territory. The country comprises of several ethnic groups and has different cultures and languages. Eleven official languages are recognized by the government of South Africa. Two of these languages originated from Europe, Afrikaans and South African English. All of the ethnic tribes and languages are politically represented in the country’s constitutional democracy. In South Africa, the head of state is also the head of government, he is known as the dependent president. Majority of South African population is of black African origin. This population is divided into several ethnic groups speaking various Bantu languages. The country has many tribes of European, Asian and racially mixed origins in Africa. According to the World Bank, South Africa is an upper middle, income economy together with Botswana, Gabon and Mauritius.Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Le arn More The country is ranked as the biggest economy in Africa and is the 28th largest economy in the world. Around 25% of the population is unemployed; South Africa was colonized by both British and Boers (Gerhart 123). South Africa was known as Cape Town, and it became a British colony in 1806. In 1820s, the Dutch and the British acquired land in the north and east of South Africa. The Great Britain acquired full control of the Cape of Good Hope in 1795. It also returned Cape Town to the Dutch in the year 1803. In early 19th century, the Zulu community dominated the country and extended their territory under their leader Shaka the Zulu. In 1830s, the Boers founded the South Africa republic. In 1867 diamond was discovered and gold was discovered in 1884 (Benson 213). The discovery of these minerals led to the mineral revolution and increased economic growth and immigration. There was a struggle to control these resources between the indigenous people and Europeans, also between the Boers and the British. During the first Boer war (1880-1881), the Boers revolted against the British encroachments by using guerrilla warfare tactics, which suited the local environment. The British, retaliated with a great number of soldiers, and a new strategy was developed in the second Boer war (1899-1902), and they succeeded. During the colonial era, racial segregation was not formalized, although some regulations were put in place to govern the activities of the local people. In 1909 union of South Africa was created. This union was dominated by the British Empire. It restricted the black people from owning land in South Africa. At this time, the indigenous people controlled only 7% of the country. Racial segregation was legally institutionalized by the British, and it was later known as apartheid. The British government identified three racial classes, white, colored and the black. In 1931the union was given independence from the British government. The South African part y and the national party combined to form united party. The national party was elected to power in 1948, and it strengthened the racial segregation. The nationalist government group people into three racial categories and developed rights and restrictions for each.Advertising We will write a custom research paper sample on Nationalist state in southern Africa specifically for you for only $16.05 $11/page Learn More The few white people controlled the large number of people. The racial segregation was referred to as apartheid. The white minority people in South Africa lived a high standard of life while the black majority people were living in poor condition. In 1961the country became a republic and left the commonwealth. Queen Elizabeth was no longer the head of state, and the last governor general was elected as the president. The government continued embracing apartheid despite a lot of opposition from people within and outside the country. Some weste rn countries and organizations started boycotting, doing business with South Africa. The government oppressed the apartheid resistance movements and violence became wide spread in South Africa. The national party government lifted the ban on the African national congress and other political movements in 1991. In 1994, South Africa held its first general election, which Africa National Congress won by a big margin. South Africa rejoined the common wealth in the same year. Nationalism is a political ideology which means, the identification of a group of people with apolitical entity described in national terms. Nationalism creates national identity. It is a notion that one country is superior to all other states. It can also be described as the return to a national past and sometimes forcing foreigners out of the country. It involves the establishment of an independent sate as a home for an ethnic community. National flags and national anthems symbolize the identity of a nation. It is related to the modern state and the push for sovereignty. It has become the most influential political and social factors in history. The nationalist state is an institution for bringing democracy and development, although it also hinders achievement of these goals. This is evident as it gives the political leaders an opportunity to manipulate the people of a certain nation. In South Africa, nationalism started in the 19th century due to the impact of Christian missions and the enactment of a non racial constitution in Cape Town. Mission educated Africans enhance significant influence within Cape politics. By the end of the century, a new African elite group had emerged which was committed to non racial ideologies. In 20th century, several ideas were developed including a radical expectation that Africans would have to establish their own political power for the reform of society. South Africa experienced the development of moderate African nationalism concerned with non-radical id eas. The development of Cape constitution was intended to improve the social conditions of Africans.Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More African elites began to emerge such as teachers, ministers of religion, farmers, clerks and editors. Political leaders in South Africa relied on the ideals of the Cape constitution. Today South Africa is an independent state this implies that it is a nationalist state . Nationalism has led to democracy in South Africa. On the hand, it is common that the economic growth rate after 15 years of democracy has led to problems of poverty and Un- employment. This has resulted to military protests, violent action by both protesters and the police. The government of South Africa believes that the effective state institutions are a central characteristic; this has caused ineffectiveness within South Africa. Nationalism has also led to bureaucracy within the government hospitals and provincial health departments; this is a hindrance to the development of medical facilities. It is a western route to development. In South Africa, it has led to development of modern infrastructures and other faci lities. On the other hand, it asserts the identity of a national culture. Hence nationalism is seen to reject and accept the dominance of western culture. It has led to the establishment of advanced technology in South Africa. On the other hand, the modern technology is demanding. Nationalism in South Africa has led to the formation of a black class, which is a, central policy, and it is a form of racial segregation. On the other hand, it is a strategy for breaking the domination of whites in South Africa. Employment equity legislation in South Africa encourages the employment of black Africans; this helps the state to use its resources to form black business class. On the hand, failure to involve the whites in the employment program hinders development and democracy. The shortage of skills causes opportunities for upward mobility within the bureaucracy. The upward mobility leads to high turn over among the employees. The affirmative action in South African public service helps in l eaving vacant positions, which there are no suitably qualified blacks, rather than employing qualified white candidates. This idea of nationalism has led to poor performance in the public service which hinders development in South Africa. Corruption is also very rampant in the government institutions, in South Africa. In post apartheid bureaucracy, incompetent workers are employed on the basis of race. For instance, a female white applied for a job in Chris Hani Baragwaneth Hospital and her appointment was highly rejected by black managers on racial grounds. It is difficult to find white doctors or nurses willing to work in rural hospitals . This has led to poor health conditions in these hospitals, causing deaths of several patients. Nationalism and skepticism towards the western scientific knowledge has created problems in African countries. In South Africa, it led to the breakdown of relationship between South African government and the AIDS lobby group. The government of South A frica organized a play sarafina 2 to make people aware of HIV/AIDS; this play was marred with a lot of racist stereotyping. It results to criticism from AIDS activists and opposition parties. The government leaders became upset and were defensive. This led to disagreement between government leaders such as Health minister Nkosazana Zuma and AIDS activists. This case demonstrated assertiveness in nationalism and dismissing western science. In South Africa, African sovereignty is associated with culture of extreme difference towards political leadership and authority. For example, when a minister is visiting a hospital, there is a lot of effort to make it presentable; nurses are deployed to ensure that the hospital is in excellent condition. This portrays a different picture from the real situation, which is a problem of nationalism. The National party government was the driving force of Afrikaner nationalization in South Africa; this has been described by similar contradictions to Af rican nationalism, which replaced it. Many organizations in South Africa have suffered a decline in terms of quality performance. Many public institutions suffer from the problem of under budgeting; this involves understaffing, and increase work loads as well as shortage of equipments and constant system breakdowns. At the end of the financial year, head office officials put pressure on the managers to reduce costs. This leads to wastage of highly paid specialists and expensive equipments are left idle. Nationalism is a tool of development which requires political will, and determination on the party of the countries political elite. In South Africa’s case, most of the political leaders are selfish, and they manipulate the poor majority. This has put South Africa’s democracy in danger. Since the end of apartheid politics, South Africa has been dominated by African National Congress. The main opposition party to ANC is the Democratic Alliance . Since independence, the c ountry has had several protests. This is mostly organized by the growing shanty towns in South Africa. The protests are as a result of poor quality leadership. Today, South Africa has a mixed economy which comprises of high poverty rate and low Gross Domestic Product. It has a high rate of unemployment, and it is ranked among top 10 countries in the world with the highest income inequality. The rate of unemployment has worsened since independence, which has hindered the development in South Africa. The government of South Africa has developed black economic empowerment policies as a tool of nationalism. These policies have received critics from the Development Bank of Southern Africa, as it leads to broad economic disparities. Affirmative action policies have led to increase in black economic development and an establishment of the black middle class . Nationalism has led to state ownership by the political class, which put high barriers to entry in many areas. The barriers have led to reduction in the development of international trade. It has also led to the establishment of restrictive labor laws, which has significantly contributed to unemployment problems. About 47 percent of South Africans lives below the poverty line . The country has a very wide income gap between the richest citizens and the poorest. It has also a wide gap between per capita GNP and its human development index. These differences hinder the improvement of democracy and economic development in South Africa. Nationalism has also caused income inequality problem, which is greatly influenced by the country’s apartheid legacy. The differences in income among the people of South Africa are identified along racial lines. Nationalism is directly related to racism and fascism. It is an invention by the political class to win the loyalty of the working class. Nationalist state hinders development in many Southern Africa countries. Today there is evidence in improving the problems of natio nalism in southern African countries. For instance, countries in Southern Africa are currently enhancing political and economic transition. This will lead to improvement of democracy, and enhancement of economic development. South Africa has established democratic constitutions, and respect to the rule of law since acquiring independence in 1994. Currently Botswana has been categorized as one of the advanced countries in Africa as far as democracy is concerned. Zambia and Malawi made political transition in 1990s from a single part rule to multiparty political system. Mozambique has made a political transition from three decades of war, which has resulted to a period of reconstruction and economic development. In Angola, the death of the rebel leader Jonas Savimbi in 2002, led to an end to decades of war. This has resulted to economic and political transition in this country. In South Africa per capita gross domestic products has increased since 2002 . South Africa has also adopted neoliberal economic reform this is known as structural adjustment programs (SAPs). These programs were developed by the World Bank, and the International Monetary Fund, to enhance economic transformation. The establishment of Southern African Development Community (SADC) has led to economic development of southern African countries. This is due to improvement of regional trade relations and regional cooperation in areas such as, politics, transport and health. South Africa has the largest economy in Africa; this has helped the country in negotiating international accords to benefit from international trade. Namibia and South Africa are closely related, and this has helped in the improvement of social cultural set up and economic development in these countries. HIV/AIDS, epidemic is the most significant threat facing southern Africa region. The rapid spread of this epidemic in the region has hindered development progress. It also threatens political stability; however, the government s of these countries are focusing on strategies, to reduce the rapid spread. In contemporary Southern Africa, women have been involved in political activities, to enhance political development. Southern Africa countries have the highest number of women representatives in national politics in the world. South Africa has developed international relations and political linkages which have led to economic development. Conclusion Nationalism is a belief that people belong together because they were born in the same country. It came about in the recent centuries, and it has led to wars. It leads to exploitation of majority poor people by minority national elite. It violates the rights of the minority people. It solidifies the sovereignty of the political class over working and poor people. It originated from Europe and was brought to Africa through colonization. In Africa, the rich people in the cities started nationalist’s movements. In southern Africa state nationalism is seen as an institution of achieving democracy and economic development. Nationalism is a paradox as it also hinders the achievement of these goals. In South Africa, the black nationalists’ ideology tends to segregate the whites hence negative impacts on economic development. African political leaders have betrayed people through persuading them with nationalist sentiments to fight and die for their country. Finally, although nationalism in southern Africa state has hindered development, it has also improved democracy in these countries. Southern Africa state is the most dynamic and has the largest economy in the African continent. Works Cited Benson, Mary. South Africa:the struggle for a birth right. Pretoria: Funk Wagnalls, 2002. Print. Gerhart, Gail. Black politics in South Africa. California: University of California Press, 2006. Print. Lodge, Tom. Black politics in South Africa. Michigan: University of Michigan Press, 2008. Print. Welsh, Peter. The rise of African nationalism i n South Africa. London: C.Hurst Co.Publishers, 2000. Print. This research paper on Nationalist state in southern Africa was written and submitted by user Kody D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Doomsday essays

Doomsday essays The Divine Comedy is a tale of the Pilgrim (Dantes ego) beginning his travel through Hell (Inferno) and learning about sins pervasiveness. The torments of the sinners, who exist forever without hope of redemption or of an end to their suffering, graphically illustrate sins consequences. As the reader and Pilgrim move through the underworld, the shades they see and speak with provide physical examples of and exemplary lessons on the seven deadly sins. At the end of Inferno, the Pilgrim and reader are better able to recognize sin in its various forms and to avoid committing it. Salvation and further spiritual education are impossible without such knowledge. In the second section, Purgatorio, the Pilgrim and the pilgrim reader move up the Mountain of Purgatorio to the Garden of Eden at its peak. Along the way they learn the value of contrition and repentance, of having to suffer for causing suffering and for disobeying God. They learn this again by seeing and interacting with shades who represent the Seven Deadly Sins but who here exemplify the desire for contrition and repentance. The learning process concludes in the third section, Paradiso, where a plethora of saved souls appear to the Pilgrim and explain the workings of grace and Gods love to him. In this celestial region, the Pilgrim takes a series of what we might call oral exams which test his growing knowledge. Schooled by his experiences in the three regions, having gained a firm understanding of sin and grace, the Pilgrim passes his exams and graduates to the vision of God. He, then, becomes a teacher, because he returns to earth with instructions to write about his experiences for the benefit of others. ...

Balanced Scorecard Essay Example | Topics and Well Written Essays - 3000 words

Balanced Scorecard - Essay Example Halifax Balanced Scorecard began evaluating the necessary factors in October/November of 1995. Operations of managers consisted of explaining the principles and appearance of the scorecard. The managers secured self-learning manuals and training disks for all the participants. Time completion for the activity was only two months and the actual launch comes in January 1, 1996. The main principles of Halifax Balanced Scorecard are financial and business perspective, customer perspective, interview process perspective and staff development and improvement perspective. Concerning the timetable given to change details on each perspective, the updates on financial, business and internal perspective happen each month, while the customer perspective arrives at quarterly and six months duration. The last perspective changes every six months. Tracking each update is essential because accuracy is one main factor of the Balanced Scorecard (Mee & O’Creevy, 2007, p. 60). The usefulness of the tool on the operational strategic processes never protruded in managing the whole system of approach. On the stance of operational balance scorecard, the focus on four steps in performance management and personal development made good turns in the investment of the company. Moreover, concentrating the stages to start and develop rapport between the management and staff gave a better view of the management. However, detracting the scorecard from the strategic objectives was on the overturn of cultural change than on business and financial perspective. The company believes that there is a relation between business and customer focus program. In summary, what the company did was to emphasize more on the â€Å"people and staff† rather than the core mission, which is the financial and business perspective. Plans for Halifax balanced scorecard was to divert focus on one

Case study Example | Topics and Well Written Essays - 1250 words - 4

Case Study Example The total numbers of the reserves that it can recover are estimated to be at three hundred and seven million tons of oil and the natural gas was estimates are approximately four hundred and eight five billions cubic meters (Exxon Neftegas Limited). The execution and development of this project have been motivated with the application and use of advance construction methods and technologies. Moreover, the application of such technologies and construction methods have led to reduced cost of operation for the general project development and as well led to minimized negative environmental impacts. Additionally, the project has managed to overcome most of its technical and environmental challenges; thus, meeting its set goals and objectives through application of the newly introduced technologies. Furthermore, the committed management team has successful transformed the project’s goals and objective into the success of the project through their committed submission to the project. However, the project has been faced with numerous challenges including complex regulatory rules, limited infrastructure, difficult logistics, and unskilled labor. Nonetheless, the management proper application of its efficient plans especially alon g the new technologies has led to successful completion of the project’s first phase (Exxon Neftegas Limited). The Sakhalin project is one of the largest foreign direct investments that are found in Russia. It had the objective of fulfilling the ever-growing energy demands in Russia and other parts of the world. The project managed to fulfill this objective or its aim since it produces and supply energy for both domestic consumption in Russia and exporting some of its energy to northeast Asia. Moreover, it helped Russia to consolidate its strategic position regarding the supply of energy in other parts of the world. In other words, the project made Russia to be a world energy supplier and be

Dalit Discourse in Indian Education Dhanaraju Vulli Essay Example for Free

Dalit Discourse in Indian Education Dhanaraju Vulli Essay Abstract There are two types of school system India in the issue of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the uppers castes elite children and Dalit children in getting of English medium education in Indian society. The Dalits children are given education in regional language schools while English language school education is meant for the upper castes children. This division has always been reflecting between government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. This paper can be divided into four parts. The first part will highlight the language policy after Indian Independence. The second part discusses the concept of mother tongue and its importance in the contextualizing of educational discourse in India. In the third part I would highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part deals with the response of the Dalits towards the English education and how they attack the upper caste nature towards regional medium education. In an attempt to locate the importance of educational policy in the wider socio-historical and political context, I will address an  ideological deconstruction of politics of mother tongue in the present Indian educational system. Keywords: English education, language, mother tongue, globalization. Introduction The question as to which language should be used as a medium of instruction in country like India is a debatable subject. The question is often posed in binary terms: Should the medium of instruction be a regional language or English? Language is a vehicle for learning as well as expression of ideas. An advanced language (English) helps in mentally provide people to  communicate each other across the world. On the other hand, an underdeveloped language has its limitations. It keeps people underdeveloped, more so those in deprived sections. The school system is divided into two types in the context of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the  uppers castes elite children and Dalit children in getting of English medium education in Indian society. The dalits  cholderns are given education in regional language schools while English language school education is meant for the upper castes childr en. This division has always been reflecting between  government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. India. In the third part I will highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part discusses the response of the Dalits towards the English education and how they attack the upper caste nature towards role of mother tongue in the Indian education .In an attempt to locate the importance of educational policy in the wider sociohistorical  and political context, I will address an ideological deconstruction of politics of mother tongue in the present Indian educational system. Historical View of the Language Policy in Indian Education The historical view of the evolution of the language policy in India let know us how the importance of English and its role in Indian Education. India is multilingual country. It has been reflecting in the formulation of the language policy. The Indian constitution has provided that the primary education must be taught through the mother tongue or regional language. However, a status survey of language instruction in the country exposed that of the 1652 mother tongues listed by the 1961  Census, there are 51 languages which are spoken by more than The present paper can be divided into four parts. The first part 100,000 people each. Of these 51 languages, 16 have no script of will highlight the language policy after Indian Independence. their own, and only the remaining 35 languages are accepted as The second part discusses the concept of mother tongue and its media of instruction at the school level1. English is a common importance in the contextualizing of educational discourse in  language and it is an obligatory language in the higher education The National Council of Educational Documented the demand and importance of English language in  the position paper in connection with the National Curriculum The Indian  government has been following three-language Framework (2005) as they stated: â€Å"English in India today is a formula in Education as the National Commission on Education symbol of people’s aspirations for quality in education and fuller 1964-1966 recommended. Subsequently three-language formula participation in national and international life The level of in Education was reflected in the National Education Policies of introduction of English has now become a matter of political 1968 and 1986. The Commission said that the three-language response to people’s aspirations, rendering almost irrelevant an system is an appropriate formula for the Indian school education academic debate on the merits of a very early introduction†. and it can be good approach to accommodate different language The Commission also mentioned that â€Å"English will continue to people but it has been criticized by the different sections in the enjoy a high status so long as it remains the principal medium of society on the implementation. The Dravidain movement in education at the university stage, and the language of Tamilnadau is the preeminent instance as they vehemently administration at the Central Government and in many of the states. Even after the regional languages become media of  opposed the imposition of Hindi language on south India. Higher education in the universities, a working knowledge of There is no proper planning for formulating language policy in English will be a valuable asset for all students and a India. It can be seen as a question of status planning rather than reasonable proficiency in the language will be necessary for achievement planning. Finally, the three- language formula has those who proceed to the university†. been emerged as a policy after elaborate debates and discussions among political and academic peoples with interest of national However, there is controversial about the English as a medium of instruction in Indian educational system. The contradiction of multilingual languages. The National Focus Group on Teaching of English has taken a  strong position in connection with ‘English language question: The Central Advisory Board on Education also discussed on the â€Å"English is in India today a symbol of people’s aspiration for issue of English language and recommended that English must quality in education and a fuller participation in national and be compulsory subject in the schools from 6th class onwards and international life. Its colonial origins now forgotten or students must acquire enough knowledge of English so as to be irrelevant, its initial role in independence India, tailored to high able to receive education through this English in the higher education now felt to be insufficiently inclusive socially and education. There is another development took place in the linguistically, the current state of English stems from its development of language policy in India. The first National overwhelming presence on the world stage and the reflection of Education Commission had studied the recommendations given this in the national arena†4. by the Central Advisory Board on Education. Finally they came up with conclusion that three-language formula must be included There is an astonishing faith among all sections of the society in in the context of  multilingual Indian educational system. I argue both rural and urban areas that English has the transformative that once upon a time the English language was important part of power language. English is seen not just as a skill language, but a mechanism of exclusion language due to upper caste as a means of a better life, a pathway out of exclusion and nationalists’ creation as they differentiated native language and suppression from the unequal society. The English language has alien language but now it can be seen as a tool of inclusion. In emerged as a powerful agent for social change in India. the post modern India the English language is important factor to include all the sections of Indian society. The main reason is an Mother Tongue as the Medium of Instruction increasing demand for the language which is an important tool There is a popular perspective that advocates the use of mother for the progress and development of the country. Encourage linguistic diversity in schools. This perspective argue that mother tongues are not merely speech varieties but are  languages that provide social and emotional identity to  individuals, express the essence of their cultures, and give them a sense of rootedness. Schooling in the language of the child reflects respect for her and an appreciation of her culture. The exclusion of the mother tongues from school hence is seen as ‘harmful to the child’s self esteem’. According to Pattanaik5 children are thereby â€Å"reduced to  minorities in their own homes†. Extending the realm of  pedagogy, the argument links the acknowledgement and  acceptance by the school of the language and culture of the child to a positive identity of self and thereby to effective educational achievement. As Edward says, â€Å"the rejection of a child’s language is unlikely to enhance feelings of self worth which are important for educational success†6. Further, this perspective argues that â€Å"the right to education in a language that the child understands is a basic human right and an essential ingredient of equality in education†. Pattanaik forcefully observes that to â€Å"control and dictate the language of access† to knowledge is a â€Å"positive suppression of human talent. It deprives individual and society of free choices, curbs creativity and innovativeness and restricts participation or potential participation in mul tiple spheres of human interaction, thus imposing limits on freedom†. Current Debate on Medium of Instruction Current language politics in India is an exemplary case of the issues and controversies surrounding linguistic globalization. A primary characteristic of linguistic globalization is the increasing spread and domination of the English language, which we can  capture by the term ‘global English’8. As a post-colonial democracy, India provides a context for examining linguistic globalization that is generalizable to other cases. Furthermore, in juxtaposition to the homogenizing tendency of global English, India embraces multilingualism; its federal system is based on its linguistic diversity. India’s first Prime Minister, Jawaharlal Nehru, a modern  socialist at heart and one of the premier leaders at the 1955 Bandung conference, was utterly convinced of this linkage  between the English language and technology and modernity9.  Yet he also â€Å"discovered India† through its rich and enduring diversity. He valued the adivasi, or tribal, cultures of India as much as, if not more  than, for example, the Bengali bhadralok, an early middle-class intelligentsia that emerged under colonial The Chennai Declaration (2012) has emphasized the importance rule. of mother tongue in the multi-lingual country like India as â€Å"One 10 of the significant commonalties of the Common School System As well documented by Robert King (1998), Nehru, as well as will be the plurality of mother tongues in dynamic interface with many others feared that the major regional languages of multilingualism of child’s neighborhood. This would duly independent India, such as local languages, could be divisive by include Braille and other sign languages as well. According to fomenting narrow identities, leading to â€Å"fissiparous tendencies† this radical and dynamic conception of language education, that could tear India apart. The narrative of English as the mother tongue with a multi-lingual interface is acknowledged as language of modernity and regional languages such as regional the most potent medium of education to enable the child to i. as pre-modern, parochial and even reactionary was well given the nostalgia for  think, analyze and act; ii. acquire, internalize and transform established in Nehruvian India. Today, modern language knowledge critically; iii. Learn other the caliber of Nehru’s leadership , such Nehruvian narratives languages, including English, proficiently; iv.catalyze cultural still resonate. Indeed, many of India’s political and economic and literary renaissance; v. Negotiate with the dominant process leaders today espouse the Nehruvian language ideology. of alienation with advantage, thereby avoiding being pushed-out; and vi. Question and resist oppression and explore the path of Nandan Nilekani, the co-founder of Infosys Company has put it; in India today English is a symbol of an economy comes of  age12. It is the language of international business, science and This approach believes in quality education. The quality research. In contrast, Nilekani depicts supporters of Kannada in education begins with mother tongue. Mother tongue is very the English-versus-Kannada controversy as  Ã¢â‚¬Å"chauvinistic† and important that gives high levels of ability in learning many ideologically and politically motivated. As part of Nilekani’s languages in India. Indian constitution also acknowledged the accusation of the ideological nature of pro-Kannada forces is the importance of mother tongue language as the National Curricular claim that they are denying access to English to those who have Framework, 2005 and the Right of Children to free and historically been the have-nots in Indian society, in particular the Compulsory Education Act, 2009 provided the mother tongue as lower-castes and the lowest-of-the low, the Dalits or tool for development critical thinking. However, for most Untouchables. children, particularly for the tribal and minority language children, there is no provision for education in the mother This language ideology of English as a skill, a ‘key’ or tongue. Education of such children imposes an unfamiliar school ‘passport’ critical for â€Å"upward mobility† fits in with a larger language on them, which often leads to large scale dropouts. narrative on globalization. This globalization narrative depicts Mother tongue based multilingual education for at least 6 to 8 globalization as inevitable, a force on its own with no one or no  entity directing or controlling it. Globalization, in this narrative, regional language schools cannot therefore think of achieving is an autonomous, â€Å"invisible hand† process. The linguistic anything in the globalised economy†. dimension of this process is one where English is seen as neutral Accordingly, â€Å"the divide between the English medium schools and inevitably spreading globally. The regional language schools is a caste-class divide†, which In this context, one of the most prominent public intellectuals in can be overcome by the marginalized â€Å"hijacking† the tool of India today, Ramachandra Guha differs with Nandan Nilekani exclusion, English17. As the leaders of a Dalit Association in and claim that support for Kannada is not chauvinistic, except Hyderabad Central University, put it: â€Å"The middle class and the when the private sector is obligated, or forced, to use it. It is rich can afford to send their children to private schools. For the legitimate and indeed preferable for the government to endorse poor and Dalit, the only option is government schools. Then why and approve of changing the official name of Bangalore to the these people were denied an opportunity to learn English†18. For more Kannadiga â€Å"Bengaluru,† according to Guha; it is not these Dalit leaders, those opposing English in state schools are legitimat e for regional language enthusiasts to economically â€Å"regressive and biased† English, and the pro-English linguistic disenfranchise migrants from other parts of India, as for example globalization narrative, are seen as empowering the powerless pro-Marathi fanatics in Bombay have attempted A similar, and a necessary tool for upward mobility. â€Å"soft† liberalism reasoning seems to have been the basis for the Karnatak High Court decision in the summer of 2008 against the In the central schools the medium of instruction is where the state government mandating Kannada as the medium of upper castes and other central government employee children get instruction in private schools13. The court’s decision repeatedly the education. Even though the children of a few reserved referred to the freedom of parents to make choices for their category employees’ children benefit from these schools, the children, i.e., the freedom of the individual and, by extension, divide between the English medium schools and the regional the market based on individua l choices. Language schools is a caste or class divide based on social and economic category. The divide itself was created by upper caste More recently, Kannada activists have been seeking classical intellectuals for their own vested interest. Since the days of language status for Kannada-a further central governmental Indian national movement the upper caste intelligentsia argued categorization. This is the political space opened up for investing  that the colonial rule particularly Lord Thomas Macaulay had Kannada speakers with the â€Å"moral content of a community.† In introduced English education that convert local people into other words, to act politically, i.e., to make political claims, clerks to serve in colonial government. The real character of the regional language activists need to build community, and invest English education was emphasized by Lord Machulay often that community with moral content. There is indeed Kannada quoted ‘flourish India in blood and the colour but European in chauvinists who preach an exclusive Kannadiga identity14, task and manner’, the educational enterprise of the Government giving a â€Å"divisive and dangerous†15 or â€Å"particularist at all levels of education remained within the confines of protectionist† content to their politics. But we need not condemn colonial needs and did not break the limits of colonial interest. all pro-local language politics as such. Language politics in India With this concept, colonial education elevated western is contested because of the moral content with which many local knowledge and culture that represented the colonizer. For language activists have been able to imbue the community, i.e., instance, Grants, the East India Company officer stated that ‘for with a political transformation that is empowering and moral. the continuation of British rule it was necessary to create a cla ss of Indians’ that people brought about only from the western knowledge. This perhaps, was a natural consequence of the ideas Dalit Discourse on Medium of Instruction References 17. Aggarwal Kailash S., ‘English, Laloo: a Bihari Story’, The Independent, (Bombay), 23rd September, (1993) Chaturvedi M.G and Mahel B.V., Position of Languages in School Curriculum in India, NCERT, New Delhi, (1976) 18. Interview with Mr. Gummadi Prabhakar and Dara Suman leaders of Ambedkar Students’ Association, Hyderabad Agarwal S.P. (ed )., Commissions and Committees in India, Central University, Hyderabad, Dated: 12th May, (2013) Vol. 5, Concept Publishing Company, New Delhi, (1993) Government of India., Report of the National Knowledge 19. Terry Eagleton, Ideology,( Longman, New York), 13,(1996) Commission, New Delhi, (2007) NCERT National Council of Educational Research and 20. Dalit Freedom Network http://www.nd Dalit network. org/go?/dfn/about/C33/, Accessed on 22 May, (2013) Training, National Focus Group Position Paper on Teaching of English, NCERT, New Delhi, 1, (2006) International Science Congress Association