ABSTRACT

This paper offers an ethnographic account of how Golden Harvest International School in Bengaluru branded itself as both ‘International’ and ‘Indian’, by elaborating discursive practices within the school. Drawing upon scholarship that has sought to delineate the ways in which globally hyper-mobile Indians construct a distinctive cultural identity, the paper shows how a fusion of national and international allowed the school to cater to a particular set of elite parents, who were globally hyper-mobile even as they sought to be ‘appropriately Indian’. The paper pays attention to how cultural practices and resources in the school operated within a forward caste-Hindu ethos that was presented as ‘Indian’, while also responsibilising teachers, students, and even parents to ensure the school acquired and retained globally valued credentials such as accreditation for the Middle Years Program of the International Baccalaureate.

摘要

本文通过阐述学校内的话语练习，对班加罗尔的嘉禾国际学校如何将自己命名为“国际”和“印度”提供了民族志说明。该论文利用旨在描述全球流动性强的印度人如何构建独特文化身份的方式的奖学金，显示了国家和国际的融合如何使学校迎合了特定的精英父母群体，这些父母在全球范围内都是超级-即使他们试图成为“适当的印度人”，也可以移动。本文着重注意学校的文化习俗和资源如何在以“印第安人”身份呈现的前瞻性种姓－印度教风气中运作，同时还负责教师，学生，