WESTERN CULTURAL HEGEMONY AND ENGLISH RHYMES IN INDIAN SCHOOLS: IMPLICATIONS FOR CULTURAL IDENTITY AND SELF-ESTEEM

Abstract

This research paper titled “Western Cultural Hegemony and English Rhymes in Indian Schools: Implications for Cultural Identity and Self-Esteem” explores the impact of Western cultural hegemony and the teaching of English rhymes on Indian schools, and its implications for the cultural identity and self-esteem of Indian students. It embarks on a historical exploration, tracing the origins of English rhymes in India during the British colonial era. Furthermore, the present research paper argues that the teaching of English rhymes in Indian schools is a manifestation of cultural imperialism, colonization, and hegemony, where Western cultural values and beliefs are imposed on Indian cultures. The theoretical framework of the paper is based on the concept of cultural hegemony, cultural imperialism, and cultural colonization, which are used to understand the impact of the teaching of English rhymes on Indian schools and its implications for the cultural identity and self-esteem of Indian students. The paper also traces the history of the introduction of English rhymes in India during the British colonial period and shows how it was part of a larger project of English language education that aimed to produce a class of Indians who could serve as intermediaries between the British colonial administration and the Indian population. The research study argues that the teaching of English rhymes in Indian schools reinforces the idea that Western culture is superior to Indian culture, erodes the self-esteem of Indian students, and leads to the erosion of indigenous cultural practices and beliefs.