RELIGION AND EDUCATION:THE CASE OF JESUIT SCHOOLS IN INDIA (1947-).

The role of missionaries in education has been subject to scholarly debate. Many state that missionaries, usually motivated by a conversion goal, aimed to radically impose the religion beliefs and self-identity of the mission community (Harell, 1995). Fraser and Moore (2019) argue that while some missionaries played an important role in the expansion of European colonialism, they were also responsible for introducing education to the depressed classes of the colonies. Scholars like Bara (2007) explore the idea of constructive Orientalism in the role of education where native religions and cultures would be perfected through Christianity.

In the post-colonial era, missionaries continued to be attacked on their goal of proselytization. This paper will check such allegations by examining the role of religion in Jesuit-founded mission schools in Jharkhand, India. Working with Jesuit sources such as the Ranchi Bulletin, documents from the Jesuit Educational Society, school yearbooks, etc., it will analyse the position of religious instructions, debates on religious festivals, and the selection of students.

This paper will check such allegations by examining the role of religion in Jesuit-founded mission schools in Jharkhand, India. Working with Jesuit sources such as the Ranchi Bulletin, documents from the Jesuit Educational Society, school yearbooks, etc., it will analyse the position of religious instructions, debates on religious festivals, and the selection of students.

The reason behind the shift in student demographics in Jharkhand's jesuit schools is a complex issue. While missionary education has had strong effects on post-colonial democracy, one could also argue that it is part of a colonial enterprise.

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