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de between the Orient and (most of the time) the Occident” (Said, 2003: 2). But Said embraces the third definition: “Orientalism can be discussed and analyzed as the corporate institution for dealing with the Orient----dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it: in short, Orientalism as a western style for dominating, restructuring, and having authority over the Orient” (Said, 2003: 2). 

II. “Indian English Schools” and Cultural Imperialism in Education

Indian English schools reflect the impact of cultural imperialism in education on Indian people’s thoughts. Education played an essential role in the process of colonial rule. Through education, Western colonists can control the thoughts of the colonized and maintain their rule. Macaulay’s Minute on Education ended the dispute between British colonists on whether India implemented Western English education or Eastern Indian education and laid the foundation for establishing “English School.” “English School” was regarded by the British colonists as a means of “westernizing” Indians and cultivate loyalists. When India was independent, “English schools” still controlled the thought of Indian people and continued to train followers for the Empire. At the same time, English education has also promoted the solidification of India’s hierarchy. As a result, it is difficult for the Indian people to achieve class crossing.

In the process of colonial expansion, education has always played an important role. The colonists employed education to reproduce colonial ideology and train the colonized serving colonial rulers. Through the public institutions represented by schools, “the rulers infiltrated their colonial discourse into the thoughts of the colonial people, cut off their historical, social and religious connections with their own traditions and internalized their cultural identity” (Tang, 2017: 66). Louis Althusser believes that “schools (as well as other state institutions like the church, and other machines like the army) teach people ‘skills’. It is only in the form of guaranteeing people’s submission to the dominant ideology or ensuring their mastery of this ‘practice’”(Chen, 2004: 325). The colonial government controlled the thoughts of the colonized people through the education system, separated them from their local education structure, and assimilated them into the colonial value system. 

Chapter Three The Eroded African Beliefs and the Utilized Culture in Africa ...... 39

I. “African Forest” and Religious Colonization .................... 40

II. “Crocodiles” and France’s Political Manipulation Through Culture .................. 43

Conclusion .......................... 49

Chapter Three The Eroded African Beliefs and the Utilized Culture in Africa

I. “African Forest” and Religious Colonization

Forest is one of the symbols of traditional African beliefs. In order to build Christian churches, Christians cut down a large number of trees, causing damage to the forest. The establishment of Christian churches and deforestation have violated the inherent belief system of Africans. In their missionary activities, Christians publicized European civilization and the essential advantages of Christianity本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。