ABSTRACT
Education has long been associated with power and privilege. To this, one may add the role of religion in education. Taw Sein Ko, the eminent scholar of Burmese history and culture and Superintendent of the Archeological Survey (1918-19) observed categorically that ‘education divorced from religion is of little value’.1 Indeed, it is difficult to negate the role of religious education in the formation of the self, in shaping moral values and even in promoting social change from colonial hegemony to national sovereignty. And there is perhaps no better vantage point to explore the intricate connections between knowledge, religion, and power than in the contexts of colonial education.
