Tim Allender
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Poverty liminalities and new literacy, 1930–70
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Chapter Eight assesses Loreto’s engagement with poorer Indian students in Nehruvian India and in the decades following, up to the twenty-first century. The order, through its different sisters, constructed ‘poverty’ in different ways and with different philanthropic connections. The future Mother Teresa chose that which she found at Entally. A secondary school for Indians was established, and pathways to college education were created for them that did not mandate learning through the medium of English, but in Bengali instead. A convent education meant, for some parents, escape from the strictures of caste and, paradoxically, escape from (Indian) religion as well.

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Empire religiosity

Convent habits in colonial and postcolonial India

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