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Syed Ross Masood and a Japanese Model for Education, Nationalism, and Modernity in Hyderabad
Published online by Cambridge University Press: 11 November 2022
Abstract
Syed Ross Masood (1889-1937), grandson of the Muslim modernist Syed Ahmad Khan and former principal of Osmania University, traveled in 1922 from India to Japan as Director of Public Instruction for Hyderabad to assess Japan's educational system. In Japan and Its Educational System, a report published in 1923, Masood concluded that education had been key to Japan's rapid modernization and recommended that Hyderabad follow the country's model of modernization and educational reform: transmit Western knowledge through widespread vernacular education, and focus on the imperial tradition, freedom from foreign control, and patriotic nationalism. Masood sought to use mass vernacular education to create in Hyderabad a nationalist subject, loyal to the ruling Muslim dynasty, who absorbed modern scientific knowledge with its Western epistemic foundations but who remained untainted by Western norms. This study contextualizes and historicizes Masood's attempt to create in Hyderabad a new nationalist subject, focusing on his 1923 report about Japan.
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- Article
- Information
- History of Education Quarterly , Volume 62 , Special Issue 4: Education in the Asia-Pacific Region , November 2022 , pp. 418 - 446
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- Copyright © The Author(s), 2022. Published by Cambridge University Press on behalf of the History of Education Society
References
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119 White paper published by the Japanese Ministry of Education, Culture, Sports, Science and Technology: https://www.mext.go.jp/b_menu/hakusho/html/others/detail/1317627.htm.
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121 Masood, Japan and Its Educational System, 187.
122 Masood, Japan and Its Educational System, 188.
123 Masood, Japan and Its Educational System, 125-27.
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125 Masood, Japan and Its Educational System, 318.
126 Masood, Japan and Its Educational System, 319, 314-39.
127 Masood, Japan and Its Educational System, 362-63.
128 Masood, Japan and Its Educational System, 363.
129 Masood, Japan and Its Educational System, 366-67.
130 Masood, Japan and Its Educational System, 368.
131 Masood, Japan and Its Educational System, 363-66.
132 Masood, Japan and Its Educational System, 363-64.
133 Masood, Japan and Its Educational System, 368-69.
134 Masood, Japan and Its Educational System, 82.
135 Masood, Japan and Its Educational System, 368-69.
136 Masood, Japan and Its Educational System, 368-69.
137 Masood, Japan and Its Educational System, 364-65.
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143 Masood, Japan and Its Educational System, 359-60.
144 Masood, Japan and Its Educational System, 360.
145 On E. E. Speight, see Masood, “National Education: Bold Experiment at Osmania University,” in Khayaban-e-Masood, 108; Forster, Kidwai, and Masood, Forster-Masood Letters, 185.
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148 Shamsul Alam, “Educational Administration,” 116.
149 Rahman, Language, Ideology and Power, 231-38.
150 Shamsul Alam, “Educational Administration,” 115.
151 Abdul Ali, Seventeen Years in Osmania University (Madras, India: Printed at the Diocesan Press, 1968), 45.
152 Khan, “Osmania as an Idea of the University.”
153 Nizam College remained an English medium institution that was affiliated with Madras University until 1946, when it changed its affiliation to Osmania University (but with the provision that it remain an English medium instruction). See Shamsul Alam, “Educational Administration.”
154 Shamsul Alam, “Educational Administration.”
155 Masood, Japan and Its Educational System, 340.
156 Chatterjee, The Nation and Its Fragments, 6.
157 Masood, Japan and Its Educational System, 83.
158 Masood, Japan and Its Educational System, 365.
159 Chatterjee, The Nation and Its Fragments, 6.