How Did Industrial Revolution Impact South Asia?

The Industrial Revolution marked the beginning of a major shift in economic, military and political power from East to West.


  A research letter written by Michael Cembalest, chairman of market and investment strategy at JP Morgan, and published in the Atlantic Magazine shows how dramatic this economic power shift has been. The size of a nation's GDP depended on the size of its population and labor force in agrarian economies prior to the Industrial era.  With the advent of  the Industrial revolution, the use of machines relying on energy from fossil fuels dramatically enhanced labor productivity in the West and shifted the balance of power from Asia to America and Europe.

Here's a video discussion on the subject:

http://vimeo.com/117657383



Vision 2047: Political Revolutions and South Asia from WBT TV on Vimeo.

http://www.dailymotion.com/video/x2fh1sf_major-east-west-power-shift-since-industrial-revolution_news



Major East-West Power Shift Since Industrial... by faizanmaqsood1010
Here's a video of a BBC documentary about Al Andalusia or Muslim Spain:

 

Related Links:

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Was India Ever Rich? 

Pakistan Military Industrial Revolution

China's Checkbook Diplomacy

Education Attainment in South Asia

Pakistan Needs Comprehensive Energy Policy

Social Media Growth in Pakistan

Is America Young and Barbaric?

Godfather Metaphor for Uncle Sam

Comments

Riaz Haq said…
Manufacturing activity is now more apt to leave for other countries as labor costs rise. Therefore deindustrialization kicks in at lower income levels. Moreover, this premature deindustrialization is more apparent in employment than in output data. Output can be sustained in the face of rising labor costs by replacing workers with machinery.[1]
Countries still industrialize and then deindustrialize as they become richer. However, industrial employment shares for today’s late industrializers such as China, India and Bangladesh are all below 16%, and on today’s trends seem unlikely to rise much further. Moreover, the per capita income levels at which deindustrialization kicks in have fallen from $34,000 in 1970 to around $9,000 in 2010.
These results urge a balanced approach to industrialization. They confirm that industrialization matters – when it brings jobs; but they also confirm that this is less and less likely to happen. Governments must not neglect manufacturing. Nor can they rely as heavily on it as they once did.

https://agenda.weforum.org/2015/02/should-emerging-markets-still-focus-on-manufacturing/
Riaz Haq said…
Masks of Conquest: Literary Study and British Rule in India (review)
Kanishka Chowdhury

https://muse.jhu.edu/article/243354

In lieu of an abstract, here is a brief excerpt of the content:
Reviewed by
Kanishka Chowdhury
Gauri Viswanathan. Masks of Conquest: Literary Study and British Rule in India. New York: Columbia UP, 1989. 206 pp. $32.50.
In his Prison Notebooks Antonio Gramsci argues that a class can exercise its power not merely by the use of military force but by an institutionalized system of moral and intellectual leadership that propogates certain ideas and beliefs. For Gramsci "cultural hegemony" is maintained through the consent of the dominated class which assures the intellectual and material supremacy of the ruling class. In Masks of Conquest, Gauri Viswanathan uses this Gramscian model of hegemony to analyze the relationship between British political and commercial interests and the establishment of English Literature as a discipline in India. [End Page 331]
Early in the book Viswanathan clearly states that the literary curriculum was introduced in India not to demonstrate the superiority of English culture but to "mask" the economic exploitation of the colonized. The propagation of English literature among the "natives," from the vigorous attempts by the secularized government schools to the more uneasy attempts by the Christian missionary schools, was ultimately carried out to ensure the authority of the British government and to create a stable state in which British mercantile and military interests could flourish.
In the last of six central chapters, however, Viswanathan cleverly points out the inherent contradictions in the colonial project of creating an educated elite. Aside from developing a dissatisfied class that was denied any suitable employment opportunities, the literary curriculum highlighted the problems of a system which advocated both social control and social advancement.
Viswanathan is also careful not to oversimplify the British educational objectives in India. Using a variety of resources, she demonstrates the continual modification of the British educational goals which together created the discipline of English studies. Her attention to archival material and historical details often leads to fascinating excerpts, such as an examination paper by a certain Nobinchunder Dass of Hooghly College, Calcutta, who effusively praises the colonizer's culture. Much of Viswanathan's work, in fact, concentrates on bringing together various pamphlets, tracts, periodicals, and government sources. But Viswanathan is often inclined to be overly absorbed by her material, as in Chapter Two, "Preparatio Evangelica," where she devotes considerable space to a biographical sketch of Alexander Duff. Indeed, Viswanathan sometimes professes a greater interest in imperial representatives than in the material conditions that produced their work.

Viswanathan's brief concluding section, "Empire and the Canon," points out the dangers of reading nineteenth-century educational practice as continuous with contemporary English studies in India. Warning us about the "illusion of historical continuity," however, does not necessarily demystify the ironies of a postcolonial educational system in which an ostensibly leftist government in Bengal rigidly enforces the study of canonical English texts.
The value of Masks of Conquest finally is its important reminder that educational systems and curriculum developments must be judged in historical perspective. Viswanathan's intellectual history of British educational practice in India is both a compelling account of the relationship between power and culture and an indictment of the exploitative tendencies of ruling class interests. [End Page 332]

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