@inbook{10.2307/j.ctt9qcxsr.12,
 ISBN = {9781782382669},
 URL = {http://www.jstor.org/stable/j.ctt9qcxsr.12},
 abstract = {In British India, philological scholarship held a central position among the different types of knowledge the colonial state utilized to maintain its power. In fact, Bernard S. Cohn (1996) convincingly argued that knowledge of language was essential for the British, as it allowed them to gain access to, and process information about, Indian society and cultures. Looking at the same issue from a different perspective, Michael S. Dodson argued that ‘the work of translation into English can be seen to operate in colonial contexts to construct European authority, whether that authority be of an eminently practical kind for the extension},
 author = {Hakim Ikhlef},
 booktitle = {Connecting Histories of Education: Transnational and Cross-Cultural Exchanges in (Post)Colonial Education},
 edition = {1},
 pages = {156--172},
 publisher = {Berghahn Books},
 title = {Constructive Orientalism: Debates on Languages and Educational Policies in Colonial India, 1830–1880},
 year = {2014}
}