International Journal of English Literature and Social Sciences (IJELS) Vol-3, Issue-4, Jul - Aug, 2018

https://dx.doi.org/10.22161/ijels.3.4.4 ISSN: 2456-7620

Emerging Trends in English Studies in India: An

Overview
Jyothi
Assistant Professor, Department of English, University College of Science, Tumkur University, Tumkur-572103

Abstract— Though English emerged as a discipline has travelled far and wide across the globe due to some
towards the end of the nineteenth century, it has been the historical and political factors such as Colonialism and
center of academic debates in the country of its origin. Globalization, among others.
The rise of English studies is a process motivated by Before we look into the status of English studies in India,
social rather than intellectual ends, with the discipline let us have a glance at the growth of English studies as a
being promoted as uniquely suited to a mission of discipline in the country of its origin. To start with, the
national cultivation. Then onwards, English has polarized concept of discipline, as Joe Moran (2001) states is a
its position on its function in education; from single particular branch of learning or body of knowledge. The
standard language to recognition of varieties, from function of universities was to lay open the whole body of
emphasis on writing to attention to speech, from learning and expound both the principles and the
dictionary definitions and grammatical rules to flexibility foundations of all knowledge. The nature of the university
of usage, from canon of great works to open for no canon, as a relatively closed institution contributed to the
from national curriculum to local syllabus, from single consolidation of the disciplines. The emergence of a new
dominant cultural identity to multicultural differences and academic subject always depended partly on internal
from national views of the subject to conceptions which factors; elite universities recognizing it through the
are at once more regional/local and more creation of separate departments, sufficient students and
international/global. lecturers being recruited to study and teach it, learned
India is one of the most important countries in the world societies and journals forming around it and recognized
as far as the development of English Studies is concerned. career structures developing, usually based on the
The issues discussed here are; alienation in the teaching acquisition of a PhD in that subject.
of English literature; cultural baggage that the English Hence, it is important to note that English as a non-
literature carries; the need for introducing Indian specialized subject and its object of study is accessible in
Literature and reducing our focus on British literature; a way even outside the academic set up. As far as
resisting mono-lingual and metropolitan bias by taking literature is concerned, it is about life in all its diversity
advantage of bilingualism and traditional culture in our and this is hard to accommodate within the narrow
approach to the practice of the discipline; lang-lit debate, parameters of a discipline.
so on and so forth. But few studies have paid close Meanwhile, Raymond Williams points out the original
attention to understand research trends in English meaning of literature, which has been central to the
studies. Of course, research in English Studies is formulation of English as a discipline. Until the end of the
relatively a recent phenomenon. So it would be a 18th century it referred to all types of writing, scientific,
fascinating study to analyse the different trends prevalent autobiographical, historical as well as fictional. The
in English studies in India. One clear observation shows notion of literature as a specialized, highly valued kind of
that there is clear shift in research interest from literature writing which deals with the imaginative or creative as
study to language study. In this context, the present paper opposed to the factual or practical is largely as invention
takes an overview of emerging trends in English studies in of the post-romantic period.
India. At the same time, Brian Doyle (1989) argues the rise of
Keywords— Discipline, Language, Literature, English studies is a process motivated by social rather
Research. than intellectual ends, with the discipline being promoted
as uniquely suited to a mission of national cultivation. He
The emergence of English as a discipline across the globe sees the establishment of academic English as part of a
is an interesting story. Though it emerged as a discipline wider social movement developing between the 1880s
towards the end of the nineteenth century, it has been the and the 1920s, identified with events such as the
center of academic debates . Over the past two centuries, it publication of the Newbolt Report and the founding of the

www.ijels.com Page | 503

International Journal of English Literature and Social Sciences (IJELS) Vol-3, Issue-4, Jul - Aug, 2018
https://dx.doi.org/10.22161/ijels.3.4.4 ISSN: 2456-7620
English Association which sought to renew cultural is. Likewise, Hayden White (1977) highlighted that
leadership by disseminating a sense of tradition, culture modern literary critics recognize no disciplinary barriers,
and national pride. either as to subject matter or to methods.
It is also crucial to note that Terry Eagleton describes In addition, The Newbolt report of 1921 sets up English
Matthew Arnold as a central figure in the construction of literature as the prime source of national culture, argues
English as the subject best equipped to provide the social that it should take the place of classics as the central
cement. The institutionalization of literature was not a humane discipline and even expres ses the hope that it will
simple, unified process, but a piecemeal development that assume the sacralizing role of religion in a primarily
happened for different reasons, and at different stages in secular society.
the different educational establishment that existed in Along similar lines, F R Leavis suggests that English
England at that time. should be repositioned as pivotal subject forming a center
Further, Brian Doyle’s analysis in which the rise of of attraction and point of liaison for all other disciplines
English studies in the higher education system is within the university. Leavis regards English as
described as the result of national process of necessarily interdisciplinary, since the work of the great
institutionalization. writers which form its syllabus inevitably encompasses a
Similarly, Chris Baldick’s (1983) focusses on five major much broader interest in life, society, civilization and
critics Arnold, Eliot, Richards, and the Leavises and their thought. His sketch for an English school aims to focus all
attempts to claim a wider relevance for English. He academic study around the English faculty and strengthen
argues that academic institutionalization of literary studies the power base of his own subject. Leavis was engaged in
was secured by three factors: the needs of the British a struggle to consolidate the new dominance of English
Empire, the movements for adult education and the need in relation to classics and philosophy. Leavis felt that the
to make specific provision for the education of women. rift between culture and society can be mended through
These factors ensured literary study, in particular of the integrated study possible within a university
English literature, a permanent place in higher education discipline. In any period it is upon a very small minority
and moulded the theory and practice of English teaching. that the discerning appreciation of art and literature
More to the point, A J Palmer (1965) asserts that New depends, Leavis sees the discipline of literary study as the
Universities like King’s, Nottingham and Manchester safeguard of this minority culture. He observes that the
encouraged the study of literature as an agent for social literary critics’ task is to make a kind of strategic retreat
mission much before the subject was admitted into from society in order to form an academic discipline
syllabuses at Oxford and Cambridge. Then John Churton which will eventually achieve an interdisciplinary
Collins led a campaign to have English literature as an synthesis and a transformation of society. So Leavis’ PhD
academic subject at Oxford. He believed that if literature dissertation on the relationship of journalism and
was to enter university syllabuses, it had to do so on the literature became the foundation for cultural studies.
same grounds as other newly professionalized disciplines, Positioning cultural studies challenges the disciplinary
it had to demonstrate that it was marked by objective identity of literary studies by dissolving the category of
methods of enquiry and a concern for accumulation of literature into the more inclusive notion of culture.
knowledge for its own sake, possess a recognized To put it in a nut shell, Robert Eagletone (2000) asserts
structure that would map the student’s progress from that English is a system which is interrelated and bound
novice to expert through a succession of lessons, together overtime and space and people by certain
examinations and qualifications. Oxford’s insistence on principles of coherence. But at the same time it is a
the canon’s centrality was countered by Cambridge’s system which is open, always in the making, never closed
more liberal attitude towards the body of texts that and never finally made. Englis h has polarized its position
constituted literature. on its function in education; from single standard
In particular, Pamela McCullum (1983) claims that Eliot’s language to recognition of varieties, from emphasis on
concept of order, Levises’ critique of popular culture and writing to attention to speech, from dictionary definitions
Richard’s belief in the importance of literary study as an and grammatical rules to flexibility of usage, from canon
indispensable agent of social cohesion. Eliot’s criticism of great works to open for no canon, from national
offered a number of methods and philosophies to curriculum to local syllabus, from single dominant
academic departments of English. Its early insistence on cultural identity to multicultural differences and from
rigour and impersonality and on the importance of critical national views of the subject to conceptions which are at
method, gave implicit support to the subject’s claims to once more regional/local and more international/global.
disciplinarity. According to Leavis, students of English So, English has emerged as both embracing and to some
are essentially learning what reading is and what thinking extent being displaced by cultural, communication,

www.ijels.com Page | 504

International Journal of English Literature and Social Sciences (IJELS) Vol-3, Issue-4, Jul - Aug, 2018
https://dx.doi.org/10.22161/ijels.3.4.4 ISSN: 2456-7620
composition and media studies as well as a wide range of Along similar lines, Meenakshi Mukherjee (1993) says
other more or less interdisciplinary studies like women’s, that perpetual framework of post-colonial India continues
postcolonial and environmental. to be conditioned by the original impulse that formulated
English studies in British India. Even now a concealed
English Studies in India: academic hierarchy that places literature in English above
The origin of English studies in India can be related to the the literature of any other Indian language.
famous Macaulay’s Minute. It declared that it was It is crucial to recognize that, India is one of the most
necessary and possible to make natives of this country, important countries in the world as far as the development
good English scholars and that to this end our efforts of English Studies is concerned. It has generated
ought to be directed. Even Lord Bentinck asserted that the stimulating debates in the academia. Some of the issues
great object of the British government ought to be the discussed in the debates are the problem of alienation in
promotion of European literature and science among the the teaching of English literature; the issue of cultural
natives of India and all funds appropriated for the purpose baggage that the English literature carries; the need for
of education would be best employed on English introducing Indian Literature and reducing our focus on
education alone. British literature; resisting mono-lingual and metropolitan
Due to this initial administrative support, ‘English’ in bias by taking advantage of bilingualism and traditional
India has occupied a prominent position both as a culture in our approach to the practice of the discipline;
language and as a discipline. As N. Krishnaswamy (2006) lang-lit debate, so on and so forth. Further, several
rightly notes, “The story of English is fascinating story of conferences and papers more often than not have debated
power and resistance, of invasion and absorption, and of on the issue of teaching of English as a language at the
authority and subversion; it is absorbing as any historical tertiary level; the relevance of teaching English to
novel” (v). In India, we have witnessed several problems culturally diverse groups; curriculum design debates,
related to English as a medium of instruction at all levels; some of which argue for teaching English for
problems related to linguistic nationalism, English being employability purpose, etc. These issues, especially
seen as part of elitist and cosmopolitan identity, so on and questions regarding English Studies, have been
so forth. investigated by several scholars and here we can
More to the point, C D Narasimhaiah (1993) says that the undertake a review of some significant debates on English
very emergence of India and other erstwhile colonies of Studies. Some of the most important studies in this mode
Great Britain as free nations coincided with the cessation are by Gauri Vishwanathan (1989); Swathi Joshi (1991);
of British influence on English studies outside England. Rajeshwari Sunder Rajan (1992); Sara Suleri (1992);
Likewise, in America a major national literature emerged, Sudhakar Marathe et al. (1993); and Susie Tharu (1997).
though hidden behind the broad back of Great Britain. One of the major works is that of Gauri Viswanathan’s
Australia too initiated a counter-romantic movement in its (1989) Masks of Conquest: Literary Study and British
poetry and in fiction its writers were seized of their Rule in India which argues that the literary curriculum
immediate problems. Similarly, in India assertion of was introduced in India not to demonstrate the superiority
national and racial identity started and felt the urge to give of English culture but to "mask" the economic
something of their own. So Indian academics began to exploitation of the colonized India. The author argues that
talk about the indigenous writers and they infiltrated the literary text functioned as a mirror of the ideal
English departments and became respectable in the eyes Englishman and became a mask of exploitation that
of students and teachers. Undergraduate students began to camouflaged the material activities of the colonizing
demand that an Indian novel be prescribed under general British government. It contends that in the postcolonial
English in place of an English novel. Indian writers found situation when there are several regional literatures
favour with research scholars. Interestingly Indian available, English literature need not be single agent of
universities responded to Indian writing faster than imparting universal human values. It speaks of the role of
American universities responded to their own literature. British Colonial rule in shaping the institution, ideology
In late seventies Commonwealth literature caught and practice of English studies. It emphasizes the fact that
attention of research scholars. As a result comparative cultural domination through language and literature eases
approaches to criticism became inevitable. Revival of the way to conquest by force. It demonstrates the fact that
interest in traditional Indian poetics due to the awareness the discipline of English came into its own in an age of
of the relevance of cultural criticism given birth to colonialism, as well as to argue that no serious account of
creative work as well. Consequently the Indian student its growth and development can afford to ignore the
discovered the benefit of working in a pluralistic and imperial mission of educating and civilizing colonial
highly rewarding milieu. subjects in the literature and thought of England, a

www.ijels.com Page | 505

International Journal of English Literature and Social Sciences (IJELS) Vol-3, Issue-4, Jul - Aug, 2018
https://dx.doi.org/10.22161/ijels.3.4.4 ISSN: 2456-7620
mission that in the long run served to strengthen western Positions” speaks about literature and language debate.
cultural hegemony in enormously complex ways. He emphasizes the role of English teacher in Indian class
Even more specifically, Rajeshwari Sunder Rajan’s rooms in bringing about exciting and challenging function
(1992) edited work, The Lie of the Land: English Literary for English in the post-colonial scenario and save it from
Studies in India, also questions the relevance and validity, becoming a reckless industry. He believes that English as
social functions, institutional contexts, pedagogic and an academic discipline was a subject of discussion in
publishing practices of English studies in India. This book India much before the western criticism. National leaders
seeks to show up the sorts of conservative orthodoxies, were worried about ifs effect on our culture, traditions and
bureaucratic power structures, fossilized thought regional languages. But our regional languages have
processes, unacademic institutions, colonial worldviews, grown with English since independence and also created a
outdated theoretical frameworks, gross cultural premises class of creative and critical writing in English. He regrets
and crassly commercialized situations which frequently that curricular reformers in India not initiating any public
define what it means to study and teach English literature debates on Indian higher education and the role of English
in India. in the university curriculum. Indian students need training
Likewise, Swathi Joshi’s (1991) edited book, Rethinking in English in undergraduate and post graduate levels. Poor
English in India explores the problem of English Studies mastering of the language is affecting the discipline to a
in India, by highlighting the necessity to assimilate the large extent. The place of English literature as a discipline
native culture in post-colonial society. The book speaks is put in a question mark as many don’t consider it as a
about how British administrators used English in the part of social sciences. He suggests that it would be better
formation of the urban middle class and the ideology of to keep regional literature intact, not by translating
colony and empire. The book relates to the role of English everything into English and expose our cultural essence to
in the formation of the nation. It addresses the beginnings the west. If they want to know it, let them take pain in
and institutionalization of English literary studies in understanding it in its original language. Bad translation
colonial India by focusing on the political, ideological, to English is also an issue to be focussed here.
cultural and social imperatives that governed their Realistically speaking, however when we look at these
installation in the first place. These assumptions have studies, we understand that above mentioned studies
remained largely intact in the ways in which English certainly engage with several vital problems, from
studies are taught as English continues to exert its force as pedagogic questions to ideological and cultural questions.
the language of power and social mobility in postcolonial It might be argued that, few studies have paid close
India. These essays pres s the need to revisit English attention to understand research trends in the field.
studies in Indian Universities. Under these circumstances it is crucial to recognize some
It is crucial to note, how Susie Tharu (1998) in her edited important comments by Gokak (1964) on research in
book, Subject to Change: Teaching Literature in the English Studies that our research degrees in English
Nineties reflects on the debate about the relevance of language and literature need some consideration. English
English literary studies. The book emphasizes the demand literature has been an inter-continental subject of study
for making vernacular medium of instruction in Indian and an over-tapped area for research, with the result that
Universities. It speaks about the necessity to study and research students in our universities frequently spend their
develop Indian literature. The ultimate purpose of years in preparing theses which are hardly anything than a
vernacular medium of instruction is to use it as a medium collection of available critical data and a contribution not
to teach Indian and English literature. Tharu argues that to knowledge.
vernacular education would achieve the objectives more It is also worth noting, the only paper that directly deals
efficiently. with research in English departments in Indian
More to the point, Sudhakar Marathe et al edited (1993) universities is Shastry’s (1993) article “Objectives and
Provocations: The Teaching of English Literature in Meaningfulness of Research”, which narrates personal
India debates the relevance of the study of English observations about the status of research in English
literature in post-colonial Indian context. The book studies. He examines that there are certain areas neglected
deliberates on the cultural baggage that English literature in research like Influence Studies, Translation Studies,
brings to Indian psyche. The book explores the necessity Lexicographical Studies, Comparative Aesthetics and
of indianization of English departments. The departments Travelogue.
need to constantly reappraise syllabi, course-content and Yet, this lack of focus on the analysis of the research
teaching and learning methods. aspect of English studies actually is not to be seen as a
Meanwhile, Narayana Chandran (2006) in his insightful gap in the field nor a serious lacuna, because research in
essay, “On English from India: Prepositions to Post- English studies has gained momentum very recently in

www.ijels.com Page | 506

International Journal of English Literature and Social Sciences (IJELS) Vol-3, Issue-4, Jul - Aug, 2018
https://dx.doi.org/10.22161/ijels.3.4.4 ISSN: 2456-7620
India. To save the phenomenon, the history of English institutions in Indian Universities. Though some
Studies justifies such a marginalization; it was a natural universities started offering non-British literature like
outcome of the historical milieu. Earlier, just doing MA in Indian Writing in English, Indian Literature in English
English was enough as it met the professional demand. Translation, American literature, Commonwealth
Research in the humanities in general and in English literature, but as optional papers only. Literary criticism is
studies in particular was limited to the universities. There a core paper in most of the Universities in India. Indian
was neither condition created nor the professional demand poetics is hardly touched upon still. English linguistics is
to carry out research. introduced in some universities due to the
So the major issue discussed above is the interpretation of recommendations of various committees . With
English literary texts and need to come out of colonial globalization, English language teaching, spoken English,
mindset. There is also the need to form Indian theories of communication for business , and English for specific
literary criticism like Rasa, Alankara, Dhwani etc, instead purposes are introduced. With increased enrolment of girl
of structuralism, deconstruction. Reader response theory students to post graduate programmes, women’s writing
etc. the main propagator of this Post-Colonial thought is and gender studies are introduced. However Translation
Edward Said. He emphasizes that there is political subtext Studies and Aesthetics are neglected areas. Interestingly
of the mainstream western writing. Similarly Gramsci Shakespeare is finding his way slowly. Recently, we find
talks of literary texts as inducing the conquered to accept unorthodox papers like Indian Diaspora writing,
the ways of thought, beliefs, culture and the system of Literature and Gender, Film and Literature, Postcolonial
values of the conqueror. So many literary scholars feel the perspectives on Texts, English Studies in India are
need to decolonize our English studies by judging English included. Culture studies, Film studies and Media studies
literary texts not by just European critical theories, but are the new interdisciplinary papers included.
also by Indian critical theories. They also feel the need to Globalization has opened new opportunities for English
remove certain colonial English texts from the syllabi of studies. And it has made English studies a utilitarian one
Indian universities as these texts were used to subvert us, like management and technical education. Decline in the
naturally made us feel inferior. Many of these texts are enrolment to traditional post graduate courses, has
irrelevant in the context of Indian culture and society. brought this change in curriculum to make the course job
But excessive emphasis on Indian response to English market friendly. So communicative skills in English is the
literature should not make us feel isolated from the rest of latest subject which most students opt for. Of late, some
the world in this era of globalization. C D Narasimhaiah universities have introduced research related papers like,
(2002) believes that Indian writing in English cannot and research writing methods and writing for academic and
must not replace English literature. It should be inclusive professional purposes. These application related papers
of all literature and let Indian writing in English share in a have overtaken the place of literary studies.
major way with the best efforts of English literature. Until now, we had an overview of the discipline of
So, we can’t afford to remain aloof from the latest English Studies in India. It is clear that research in
developments in the field of world literature. We may English Studies is relatively a recent phenomenon. Now,
stand against English literature, but not against English the number of doctoral scholars is being increased and
language as it is the global language. It is the language of doctoral education is becoming a crucial factor in higher
research works in major fields of study. So English education. Given the account of English Studies in India,
should be taught without any western or eastern which focuses on pedagogic problems, doctoral studies
prejudices. The study of English language and translation has not been a subject of critical scrutiny. Since one line
from world literature in addition to vernacular literature of thought is to see research and teaching interconnected,
should be discussed in the Indian Universities. there is a need for throwing light on the practice of
Research Trends in English Studies in Indian research to complement what has already been discussed
Universities: in English Studies. However, there are certain other
To begin with, Ravindra B. Tahsildar (2004) in his survey aspects of English studies to look into, in addition to what
of ‘Research Trends in English Studies in Indian should be taught in the English.
Universities’, examines that British literature enjoys the Indeed, when we look back at research activities in
privilege place in Indian Universities till today. English English departments in Indian Universities we could see a
studies in India is more than 190 years old and has been a pattern of varied interest areas among the scholars.
topic of discussion in the last decade of the twentieth Initially, British English literature was the main focus of
century through seminars and conferences. These interest among the research scholars. Then came
discussions centred on teaching experiences in American literature, commonwealth literature, and
postgraduate departments in English in recognized indianization of English department. Vernacular literature

www.ijels.com Page | 507

International Journal of English Literature and Social Sciences (IJELS) Vol-3, Issue-4, Jul - Aug, 2018
https://dx.doi.org/10.22161/ijels.3.4.4 ISSN: 2456-7620
in English translation grabbed attention of scholars after [11] -----. 1972. The Archaeology of Knowledge. Trans.
Independence. Post-colonial India tried to Indianize A.M. Sheidan Smith. London: Stovistock.
University Departments slowly. Impact of English [12] Ganguly, S. R.and L. S. Ramaiah. 2000. English
literature on vernacular literature was also an interesting Language and Literature Teaching in India: A
study. Whether to follow English model for the study of Bibliography. New Delhi: Munshiram Monoharlal
our own literature or develop our own model was much Publishers.
debatable question. So departments moved from English [13] Gokak, V. K. 1964. English in India: Its Present and
literature to literature in English. Indian writings in Future. Bombay: Asia Publishing House.
English translation also attracted the attention of the [14] Gowda, H.H.Anniah. 1978. Research in English:
research scholars. Comparing English works with Language and Literature; Language or Literature. In
vernacular works became very popular field of interest Ramesh Mohan (ed.) Indian Writing in English.
among research scholars in English studies. Madras: Orient Longman.
To conclude, one clear observation shows that there is [15] Griffin, Gabriele.(Ed). 2005. Research Methods for
clear shift in research interest from literature study to English Studies. New Delhi: Rawat Publications.
language study. Globalization has put language in [16] Joshi, Swathi. (Ed). 1994. Rethinking English in
limelight and made it simplified. English language India. Bombay: Oxford University Press.
learning and teaching became the new area of interest for [17] Krishnaswamy, N and Krishnaswamy, Lalitha.2006.
the students, research scholars and professors in the field The Story of English in India. New Delhi:
of English studies. It not only encouraged research Foundation Books.
activities in English language but also the emergence [18] Kushawa, M.S. and Kamal Naseem. 2000. Indian
English language labs and training centres. These are Doctoral Dissertations in English Studies: A
some of the emerging trends in English studies in India. Reference Guide. New Delhi: Atlantic Publishers
and Distributers.
REFERENCES [19] Leavis, F.R. 1948. Education and the University: A
[1] Baldik, Chris. 1983. The Social Mission of English Sketch for an “ English School”, London: Chatto
Criticism: 1848-1932. New York: Oxford and Windus, 2nd edn.
university Press. [20] Marathe, Sudhakar, et al. eds. 1993. Provocations:
[2] Belsey, Catherine.2007.“Textual Analysis as a The Teaching of English Literature in India .
Research Method”. Griffin, Gabriele.(Ed). Research Chennai: Orient Blackswan.
Methods for English Studies. New Delhi: Rawat [21] McCrum, R. W. Cran and R. MacNeil. 1986. The
Publications. 157-174. Story of English. New York: Viking Penguin.
[3] Chandran, Narayana K. 2006. “On English from [22] Moran, Joe. 2007. Interdisciplinarity. London:
India: Prepositions to Post-Positions”. The Routledge.
Cambridge Quarterly . Vol. 35, No.2 :151-168. [23] Mukherji, Meenakshi. 1993. “Certain Long-
[4] Doyle, Brian. 1989. English and Englishness. New Simmering Questions”, Sudhakar Marathe, (eds.)
York: Routledge. Provocations: The Teaching of English Literature in
[5] Eagleton,Terry. 1996. Literary Theory: An India. Chennai: Orient Blackswan
Introduction, Oxford: Blackwell, 2nd edn. [24] Narasimhaiah, C.D. 1993. “Retrospect and
[6] Eagletone, Robert. 2000. Doing English: A Guide Prospect”, Sudhakar Marathe, (eds.) Provocations:
for Literature Students. New York: Routledge. The Teaching of English Literature in India.
[7] Fish, Stanley. 1994. “ Being Interdisciplinary is So Chennai: Orient Blackswan.
Very Hard to Do”. There is No Such as Free Speech, [25] Pope, Rob. 1998. Studying English Literature and
and it’s a Good Thing, Too. New York: Oxford Language: An Introduction and Companion . New
University Press. 231-42. York: Routledge.
[8] -----. 1995. Professional Correctness: Literary [26] Palmer, D J. 1965. The Rise of English Studies: An
Studies and Political Change. Cambridge, MA: MIT account of the study of English literature from its
Press. Origins to the making of the Oxford English School,
[9] -----. 1996. “Them We Burn: Violence and London: Oxford University Press.
Conviction in the English Department”. English as [27] Sastry Krishna L S R. 1993. “Objectives and
Discipline: Or, Is There a Plot in This Play? 160-73. Meaningfulness of Research”. Sudhakar Marathe,
[10] Foucault, Michel.1970. The Order of Things: An Mohan Ramanan and Robert Bellarmine (Eds.),
Archaeology of the Human Sciences. London: Provocations. Madras: Orient Longman Ltd. 67-75.
Stovistock.

www.ijels.com Page | 508

International Journal of English Literature and Social Sciences (IJELS) Vol-3, Issue-4, Jul - Aug, 2018
https://dx.doi.org/10.22161/ijels.3.4.4 ISSN: 2456-7620
[28] Suleri, Sara.1992. The Rhetoric of English India.
Chicago: University of Chicago Press.
[29] Sunder Rajan,Rajeshwari. Ed. 1992. Lie of the Land:
English Literary Studies in India. New Delhi:
Oxford University Press.
[30] Tasildar, Ravindra B. 2011. English for
Researchers: A Study of Reference Skills. English
for Specific Purposes World. 33.11. 1-11.
[31] Tharu, Susie ed. 1998. Subject to Change: Teaching
Literature in the Nineties. Delhi: Orient Longman.
[32] The New Bolt Report 1921
[33] www.educationengland.org.uk/documents/newbolt/n
ewbolt1921.html
[34] Vishwanathan, Gouri. 1989. Masks of Conquest:
Literary Study and British Rule in India. New York:
Columbia University Press.
[35] White, Hayden. 1978. Tropics of Discourse: Essays
in Cultural Criticism, Baltimore, MD: Johns
Hopkins University Press.
[36] Williams, Raymond. 1976. Keywords: A vocabulary
of Culture and Society, London: Fontana.
[37] William, Sadie. 2003. Postgraduate Training in
Research Methods: Current Practice and Future
Needs in English, London: English Subject Centre,
Royal Holloway College.

www.ijels.com Page | 509