Barnita Bagchi is a faculty member in Comparative Literature at the Department of Languages, Literature, and Communication at Utrecht University. Educated at Jadavpur, Oxford, and Cambridge universities, she was previously on the faculty at the Institute of Development Studies Kolkata in India (where she is an Honorary Visiting Fellow). She has been a Visiting Fellow at Clare Hall, University of Cambridge (spring 2013), and is now a Life Member of Clare Hall. 

 Her areas of research and publication include eighteenth-century and Romantic-era British fiction (with a particular interest in female-centred and female-authored fiction), South Asian (especially Bengali) narrative writing, utopian writing, and South Asian and transnational history of culture and education.

Her academic work on the South Asian Bengali Muslim writer Rokeya S. Hossain's female and feminist utopias (articles, book chapters, and a Penguin Classics critical edition and part-translation of two of Hossain's narratives) is widely used in academic courses globally, for example in a course at York University, Toronto, Canada, on 'South Asian Literary Activism: Women Writers and Filmmakers in South Asia and the Diaspora.' 

 She straddles the humanities and the social sciences, and is currently editing and authoring books on non-Eurocentric utopian studies and connected histories of global education. A volume edited by her, The Politics of the (Im)possible: Utopia and Dystopia Reconsidered (SAGE Publications) has been published in 2012.

This is her set of entries on

and on Google Scholar:

In March 2014 appeared  Connecting Histories of Education: Transnational Exchanges and Cross-Cultural Trasfers in (Post)-Colonial Education , co-edited with Eckhardt Fuchs and Kate Rousmaniere (Oxford and New York: Berghahn Books). :

 From a review by Eugenia Roldán Vera (2015): Connecting histories of education. Transnational and cross-cultural exchanges in (post)colonial education, edited by Barnita Bagchi, Eckhardt Fuchs and Kate Rousmaniere, New York/Oxford, Berghahn Books, 2014, Paedagogica Historica, DOI: 10.1080/00309230.2015.1096651:

"Connecting histories of education is the outcome of the first regional workshop organised under the umbrella of the International Standing Conference for the History of Education (ISCHE) in Kolkata, in the year 2010. Such workshops, which have also since been held in Cape Town (2013) and Beijing (2015), are aimed at fostering dialogue among historians of education from parts of the world where history of education is not highly institutionalised or where historians of education have limited contact with scholars from other places. As Barnita Bagchi writes in the introduction, the term “connecting” in the title thus carries a “double meaning”: on the one hand, it indicates the intention that the book connect “historians of south Asia and other parts of the world” in order to “create a wider research network beyond the Euro-Western world”; on the other, it highlights “the interconnectedness of histories of education in the modern world” (p. 1). This second aim is present in all of the chapters that constitute the book: they highlight the transnationality – or “interconnectedness” – of the stories they tell, most of them located in a colonial or post-colonial context. 

  . . . Contextualising educational discourses in a transnational arena is another way of dealing with interconnectedness. Holzwarth, for example, analyses Nai Talim in the context of the global discourse on progressive education; Ikhlef examines how European scientific works blended types of knowledge in the process of their translation into Indian classical or vernacular languages. Bagchi and Kosambi look at how women writers refashioned their identities in response to the input of transcultural experiences or transnational discourses. And Coté uses the category of multiple modernities to account for the entangled identities of the colonised women who moved between the contexts of the colonised and the coloniser. By incorporating the transnational perspective in all those different ways, the book ends up – and this is perhaps its more original, although unintended,  contribution – implying a challenge to the explanatory power of the established categories of mainstream historiography. 

. . . the book is an elegant, well-researched and articulate collection of essays that attempt to take seriously the need to incorporate the transnational as one more dimension of the history of education. This makes it a unique and pioneering work."

---From a review by Miye Nadya Tom in 'Comparative Education Review', November 2015. 

"Connecting Histories of Education: Transnational and Cross-Cultural Exchanges in (Post)Colonial Education builds an essential bridge for future scholarship in educational history. Modern education has always composed a site of struggle against, resistance to, and transformations of the Western monoculture of knowledge, which has historically (and continuously) silenced, denigrated, or attempted to eradicate the cultures and knowledges of peoples subjected to colonialism. Yet, as this volume illustrates, those subjected to colonization have also shaped the very project of modernity itself through cross-cultural interactions and exchanges. Education has been and remains central.
Whether or not one studies the history of education, a critical understanding of the historical framings of globalization is imperative to the field of comparative and international education."
Stable URL: 

--- From a review by John Howlett, Cambridge Journal of Education, October 2015

"this is a truly international volume in terms both of its authorship and its contents, which range from the Congo to Bengal and Sweden via Java. Whilst each of the chapters could be read independently as a discrete piece of historical scholarship underpinning them all, beyond their global reach is surely the theme of emancipation and a feeling of unlocking the voices of the past and peering into the corners where previous accounts have failed to tread. This freedom results not so much from simply giving a voice to traditionally under-represented demographics (women and voices under the Empire), but also by developing theories of ideological transfer that work counter to conventional narratives. In a particularly revealing and illustrative chapter Jana Tschurenev finds the origins of the monitorial system as being less a traditional product of the Western mode of thinking than as originating instead in Madras and as a hybrid of Scottish Enlightenment ideas and the very specific Indian context. Along similar lines, Mary Hilton provides a pertinent transnational historical case by reflecting on the work and legacy of the controversial Baptist missionary William Carey (1761–1834) and his associates and the wider influence their ideas had within the Bengali community in which they worked.
One of the features, then, of this kind of history and perspective seems to be what could be termed hybridities and the more complex interrelationships between cultures, and this is well illustrated throughout with attempts made to emphasize indigenous responses to dominant (often white Western) discourses. Sometimes – as in the example of the Saami in Sweden – this manifests as resistance; in other cases, like that of Carey’s Bengals or the Indian scholars under Rajendralal Mitra, it means an enriching and flowering of the native language in ways perhaps counter to those of the original colonizers. Such interpretations echo the recent work of Duncan Bell (2007) as well as that of the historian of education Philip Gardner (Gardner, 2004, 2012), both of whom have wrestled with the definition of ‘Greater Britain’ and, in the latter’s case, the ways in which this played out educationally across the long nineteenth century. Quite whether their histories are contiguous to those of this book is hard to ascertain and perhaps makes one question what is truly unique about transnationalism – is it a field of study, an approach to research, a methodology to be adopted? Nevertheless, with its interdisciplinary intent and desire to evolve fresh understandings of the way ideas are transferred, this book offers much to the scholar and belies many of the more contemporary simplistic understandings of assimilation and cultural integration."

---From a review by Robyn Sneath, Historical Studies in Education/Revue d'histoire de l'éducation 28.1 (2016)

"Rarely does a book come along that simultaneously fills lacunae in multiple areas of education research. Connecting Histories of Education does precisely that; ambitious in scope, the volume is a collection of thirteen case studies that relate broadly to issues of transnationalism, postcolonialism, and history of education, with the collective goal of complicating conventional assumptions of hegemonic pedagogical agendas attendant with colonial projects. To be sure, education served as a primary tool of “indoctrination and acculturation” (142); however, as each of the cases demonstrates, the influence was not nearly as unidirectional as has been hitherto apprehended. Editors Barnita Bagchi, Eckhardt Fuchs, and Kate Rousmaniere state in the introduction that the purpose of this volume is to connect non-European scholarship “with the goal of highlighting the interconnectedness of histories of education in the modern world” (1). The endeavour is transnational in several respects — both contributors and the foci of their contributions is impressively global (though worth noting is the predominant focus on Southeast Asia), and tying each of the disparate sections together is a common emphasis on the multi-directionality of transcultural transmission. Both formal and informal education are examined and the volume addresses four major themes: historiographical reflections; travelling concepts; Indigenous education and resistance; and women’s education."


Read the Introduction to Tabish Khair: Critical Perspectives (Newcastle: Cambridge Scholars Publishing, 2014), ed. Dwivedi and Gamez-Fernandez,  in which Bagchi has an essay.


Recently, the foremost journal in history of education Paedagogica Historica celebrated 50 years of publication with a special issue, "Shaping the history of education? The first 50 years of Paedagogica Historica: (vol. 50 no. 6, 2014): a rich introduction by the editors Frank Simon and Jeroen Dekker, is to be found at 


Bagchi has an article in this issue (see Publications page on this website) on transcultural approaches to Indian history of education.



She brings to her scholarship knowledge of Bengali, English, Dutch, French, and Hindi.

At Utrecht University, she supervises BA, taught MA, and Research MA theses on a variety of topics; these include the Bildungsroman, European fiction of the eighteenth and nineteenth centuries, Jane Austen, British women writers, utopian and dystopian narratives, children's literature, fantasy literature, contemporary postcolonial fiction, South Asian writing from the colonial period, and Rabindranath Tagore.
Some of these theses can be found through:

She has successfully co-supervised Ph.D. research (by David Geraghty) for  Monash University in Australia. The thesis "Old Stories, New Authors: Orientalism, Cosmopolitanism and India" has been successfully defended and examined (April 2015).
She welcomes enquiries from students wishing to work with her at any of these levels. 
Asiatic: IIUM Journal of English Language and Literature, vol. 7 no. 2, December 2013, ed. M. Quayum (Flinders University/ IIUM Malaysia) devotes half an issue to the oeuvre of Rokeya Sakhawat Hossain. 
Articles, among others, by Sarmistha Dutta Gupta, Fayeza Hasanat, Mahua Sarkar, Srimati Mukherjee, Bharati Ray, and Barnita Bagchi.
The Year's Work in English Studies (Oxford University Press, 2015) found this an important set of contributions, and wrote about the issue thus:

"...  an issue of Asiatic ... honoured Rokeya Sakhawat Hossain as a founding spirit of Bengali identity, feminism, and education. Md. Mahmudul Hasan, in ‘Commemorating Rokeya Sakhawat and Contextualising her Work in South Asian Muslim Feminism’ (Asiatic 7:ii[2012] 39–59), juxtaposed two leading colonial Muslim South Asian centres in Bengal and North India, contending that Muslim feminist writers have been marked and marginalized as backward compared with their supposedly advanced Hindu counterparts. This essay traces a South Asian Muslim feminist tradition during the Mughal period and posits its neglect in the postcolonial feminist canon. Bharati Ray championed ‘A Feminist Critique of Patriarchy: Rokeya Sakhawat Hossain (1880–1932)’ (Asiatic 7:ii[2012] 60–81) and emphasized the radical agency Muslim writers needed to exercise not only against men, but also women. Srimati Mukherjee, too, lauded the exemplary non-binary analysis of gender in ‘A Not So Banal Evil: Rokeya in Confrontation with Patriarchy’ (Asiatic 7:ii[2012] 82–94). Md. Rezaul Haque explained how this particular intervention enabled the delinking of the competing projects of feminism and nationalism in ‘Educating Women, (Not) Serving the Nation: The Interface of Feminism and Nationalism in the Works of Rokeya Sakhawat Hossain’ (Asiatic 7:ii[2012] 95–113). Mahua Sarkar, ‘Rokeya Sakhawat Hossain and the Debate over Gender Relations among Muslim Intellectuals in Late Colonial Bengal’ (Asiatic 7:ii[2012] 7–21), places Hossain in the context of contemporaneous Muslim women writers who took the reins of societal reform into their own hands and spoke out vociferously, if not as felicitously, against patriarchy. Closely reading two essays, Sarkar demonstrates how Rokeya consistently interrogated the nexus of privilege/oppression and women’s complicity in their subservience to men. Sarmistha Dutta Gupta traced the route ‘From Sakhawat Memorial School to Rokeya Hall: Towards Language as Self-Respect’ (Asiatic 7:ii[2012] 22–38) to recognize the role that feminists, caught between an ethno-linguistic identity and pan-Islamist selfhood, played in the development of a secular nationalist movement.
More centred on the writing itself, Fayeza Hasanat analyses ‘Sultana’s Utopian Awakening: An Ecocritical Reading of Rokeya Sakhawat Hossain’sSultana’s Dream’ (Asiatic 7:ii[2012] 114–25), where the Begum envisions a world for women outside the purdah and beyond the walls of the zenana. This text, audacious for its time in a restrictive Bengali Muslim society, challenged the foundations of patriarchy through a provocative reversal of the conception of the veil. Barnita Bagchi examines the ‘subversive and wicked intelligence’ in the style, craft and feminist reinvention of genres in a comparative framework in ‘Fruits of Knowledge, Polemics, Humour and Moral Education in the Writings of Rokeya Sakhawat, Lila Majumdar and Nabaneeta Dev Sen’ (Asiatic 7:ii[2012] 126–38)."

Year's Work in English Studies (2015) 94 (1): 1202-1203. Section on "New Literatures."

doi: 10.1093/ywes/mav017



1. From a review by D.S. Cheema, 'Capturing the Spirit of Utopia', in The Sunday Tribune, 26 May 2013:

"A conference held in Paris, in 2008, under the auspices of the Indo-French Cultural Exchange Programme forms the basis of the present volume, edited by Barnita Bagchi, a faculty in Literary Studies at Utrecht University; the Netherlands. The book has been very carefully divided in three parts, part I debates the basic concept of utopia and dystopia and has chapters on the history, political theory, and cultural politics of utopia-dystopia, Part II contains gender politics of utopia/dystopia and Part III, a finale to the volume, deals with resistance to utopian dreams in a globalised world.

The word Utopia was first coined by Sir Thomas More in 1516 in his book in Latin, Utopia. It is a work of imaginative fiction with central theme as "the good society" and equality is its central value. It is "the paradise that exists elsewhere". Utopia is a place of dreams, a place of the good, and a place which is nowhere to be found . . .  Krishan Kumar's Utopia and Anti-Utopia in Modern Times is an emerging rigorous analysis of these concepts.

In The Spirit of Utopia and The Principle of Hope, Ernst Bloch sees "Being" simultaneously as a process, unfinishedness and tension towards the perfection and argues for a view of utopia as radical alterity . . .  Echo of an Impossible Return analyses the political unconscious, the seeds of time and archaeologies of future, the works of Marxist literary critic Fredric Jameson. In Dystopia, Utopia, and Akhtruzzaman Elias's Khowabnama, the focus of the author, Dasgupta, is how dystopia can come dangerously close to utopia, yet in practice they are poles apart.

It was William Thompson who set the ball of women rights rolling in 1825, when he wrote his Introductory Letter to Mrs. Wheeler at the start of Appeal of One Half of the Human Race, Women Against the Pretensions of the Other Half, Men, To Retain them in Political, and Thence in Civil and Domestic Slavery. Here Thompson acknowledges his 'debt of justice' in framing the Appeal, which looks at the relation of power between men and women and arguing for women's equal political and legal rights. The author of Meye Parliament or A Parliament of Women, written in 1880, in Bengali, creates a full-fledged vision of a dystopia of a land ruled by the New Women. In Empire Builder, the author analyses the periodical The Imperial Colonist, a women's review— written by women for women, which first appeared on January 1, 1901 with the main objective of encouraging the emigration of British women "of the right sort", to the colonies. At the end of the book, the arguments extend to concepts such as "man has as much craving for utopia as for bread." The author also infers that modernism and development have blurred the line between war and revolution and has suggested a new concept of topos, between utopia and dystopia.

The book presents an in-depth philosophical account of why 'utopia has been the mother of exact sciences.' Writings of different thinkers on utopia and dystopia display a rather complex interplay between the actual and the possible, dream and reality and ideal or the monstrous communities. A must read."

2. "Barnita Bagchi shows how Mary Anne Schimmelpenninck negotiated the bizarre cruelties of her upbringing by her parents, Samuel and Lucy Galton, Quakers and members of the Lunar Society, a couple that make the obvious joke about a group that called themselves Lunatics less than funny. Mary Anne, herself understandably short of a sense of humour, nevertheless went on to become an ‘aesthetic theorist, theologian, and abolitionist’ and a significant bridge between Romantic and Victorian cultures.' "

---Dorothy Mcmillan, University of Glasgow, review of Moneta's Veil: Essays on Nineteenth-Century Literature, ed. Malabika Sarkar (2010), Romanticism 17:2 (July 2011):255.
3. Barnita Bagchi has argued that “the transnational character of the British Empire facilitated the emergence of a strong women’s movement (which paradoxically took an anti-imperial slant) campaigning for women’s education in early twentieth-century India” (754).

---Emily J.A. Monteiro, Communal Formations: Development of Gendered Identities
in Early Twentieth-Century Women’s Periodicals. Ph.D. Dissertation, Texas A&M University, 2013. Online at 

 4. "Barnita Bagchi’s “Ramabai and Rokeya: The History of Gendered Social Capital in India” compares how women writers and activists Pandita Ramabai (1858-1922) and Rokeya Sakhawat Hossain (1880-1932) promoted women’s education. Bagchi argues that these women attacked patriarchal norms through their educational and welfarist associations. Of particular note in this chapter is the idea of gendered social capital, which refers to “how certain kinds of social capital can be analytically viewed as constitutively gendered” (p. 69). This would include caregiving institutions, elementary school teaching, voluntary welfarist associations, and the like. These essays demonstrate that, through the aid of organizations, women could promote educational opportunities for others.

The contributions to Women, Education, and Agency demonstrate that women have found methods of gaining access to formal education; utilized a variety of informal educational tools; and sought to use their learning to influence other women, society, and culture. Women have been active players in educational history and only forgotten because their means of learning have most often been nontraditional. This book, however, asks readers to also consider the relevance today in reflecting on the long history of women attempting to fulfill their potential as human beings and the importance of accessing education in that struggle. It is a book that begins historical inquiry, urging readers to consider problems that persist and looking for methods to remedy these problems."
--- Liberty Sproat. Review of Spence, Jean; Aiston, Sarah Jane; Meikle, Maureen M., eds., Women, Education, and Agency, 1600-2000. H-Education, H-Net Reviews. January, 2012.
5. "Sultana's Dream and Padmarag: two feminist utopias (Penguin India, £7.99) brings together two fictional works by Rokeya Sakhawat Hossain (1880-1932); the first a much-anthologised futuristic fantasy written in English in 1905, the second a 1924 novel which subversively interweaves elements of traditional romance - missing heroine, melancholy hero, purloined letters - with the first-person accounts of several inhabitants (Hindu, Muslim and Christian) of a women's refuge. Translator Barnita Bagchi's comprehensive introduction charts the legendary Bengali Muslim writer-reformer Begum Rokeya's life and times."
---Aamer Hussein, 'The Independent's Contributors Select the Works that They Most Admired and Enjoyed This Year,' The Independent, London, 2 December, 2005.
6. Bagchi's edition with critical introduction and part-translation of Rokeya Hossain's 'Sultana's Dream amd Padmarag: Two Feminist Utopias' has been cited in numerous important publications on postcolonial literature and history since 2009: these include Priyamvada Gopal, The Indian English Novel: Nation, History and Narration(Oxford: Oxford University Press, 2009), p. 195;  Susmita Roye, ‘Sultana’s Dream’ vs. Rokeya’s Reality: A sudy of one of the ‘Pioneering’ feminist science fictions, Kunapipi, 31(2),2009,, pp. 139-140; Gender and Change: Agency, Chronology, and Periodisation, ed. Alexandra Shepard and Garthine Walker (Chichester: Wiley Blackwell, 2009),  p. 218; The Postnational Fantasy: Essays on Postcolonialism, Cosmopolitics and Science Fiction, ed. Masood Ashraf Raja, Jason W. Ellis, and Swaralipi Nandi (Jefferson: Macfarland and Co., 2011), p. 14; Feminist Writings from Ancient Times to the Modern World: A Global Sourcebook and History, by Tiffany K. Wayne (Santa Barbara: ABC-Clio, 2011), p. 377; Suneetha Rani, "Women's Worlds in the Novels of Kandukuri and Gilman," CLCWeb 14: 2 (2012), p. 8, <> ; Prasita Mukherjee, "Revolutionizing Agency: Sameness and Difference in the Representation of Women by Rokeya Sakhawat Hossain and Mahasweta Devi," Argument 2:1 (June 2012), p. 122 and passim, ; The Bangladesh Reader, ed. Meghna Guhathakurta and Willem van Schendel (Durham: Duke University Press, 2013), p. 522; Ruby Lal, Coming of Age in Nineteenth-Century India: The Girl-Child and the Art of Playfulness(Cambridge: Cambridge University Press, 2013), p. 172; The Essential Rokeya: Selected Works of Rokeya Sakhawat Hossain (1880-1932), ed. Mohammad Quayum (Brill, 2013), xv, xxi, xx, xxxi.
7. "Taking a broader perspective, Bagchi, Sinha, and Bagchi (2005) destabilise the stereotype of information, communication and technology as hallmarks of India’s modernity, seeing such developments as having strong roots in history that date from pre-modern times: encompassing continuities and ruptures across the vast and localised canvas of India."
---Tim Allender. "Historical Analysis: New Approaches to Postcolonial Scholarship and the Subcontinent."  Methodological Choice and Design, Methodos Series Volume 9 (2011), pp 143-155: p. 151.
8. "Moreover, new technologies and media are not valueneutral (see, for example, Munshi et al., 2007) and can potentially lead to what Bagchi et al. call a ‘cognitive imperialism’ if users other than from the western world remain a ‘passive  observer and recipient.’ (Bagchi et al., 2005: 10)."
---Kirsten Broadfoot, Debashish Munshi, and Natalie Nelson-marsh. "COMMUNEcation: a rhizomatic tale of participatory technology, postcoloniality and professional community," New Media & Society 12:5 (2010): 797–812: p. 802.
9. "In the concluding chapters of this book, there are expressions of hope that information technology has been an effective tool for spreading awareness of miscarriages of justice, such as the slaughter of Muslims in Gujarat, the abuse of detainees at Abu Ghraib, and Ariel Sharon’s bulldozer destruction of Palestinian neighborhoods. But the book seeks to give perspective on how the vast majority of Indians still lack meaningful access to ICT. With over 100 million boys and girls not in school, the overall literacy rate stands at 65 percent for males and 54 percent for females. Literacy is ‘defined as the bare ability to sign one’s name’, observes Barnita Bagchi. ‘The majority of those who do go to school do not complete even five years of schooling.’...Webs of History sees the democratic potential in ICT, though the editors harbor disappointment in elites who deep down appear committed to these technologies as a means of fortifying entrenched privilege. When looking at a range of interviews of academics in development studies, education, IT, and management conducted by an LSE student, Bagchi reports that overwhelmingly they believed that ‘the first role of ICT was to further the careers and upward mobility of the middle and upper class Indians who can afford higher IT education, while second in importance came the value attached to ICT as a tool of strengthening the geo-political and economic interests of India. Much lower down came the role of ICT education as an agent of poverty alleviation or other welfarist development’ (pp. 269–70)."

---John Trumpbour, Alex Bryson, Rafael Gomez, Paul Willman, Kim Scipes, Greg Gigg, Janet Wasko, Rose Tang & Tom Mertes,  "Labor in the Information Age," Labor
History, 51:1 (2010): 145-166: p. 149.

10. Other citations of Webs of History: Information, Communication and Technology from Early to Post-Colonial India have appeared in, for example, James W. Cortada. "How New Technologies Spread: Lessons from Computing Technologies." Technology and Culture 54.2 (2013): 229-261. Project MUSE. Web. 24 May. 2013. <>; James Cortada, The Digital Flood: The Diffusion of Information Technology Across the U.S., Europe, and Asia (Oxford: Oxford University Press, 2012); Roland Wenzlhuemer, Connecting the Nineteenth-Century World: The Telegraph and Globalization (Cambridge: Cambridge University Press, 2012); and in Nitin Sinha,  Communication and Colonialism in Eastern India: Bihar, 1760s-1880s (London: Anthem Press, 2012). 

11. "As 400 years is rather a long time over which to pursue agency, the structural aspects could have been the focus of the book, for example, how modernisation processes created an aura of change – a lot of it through education – but how the precariousness of women in academe remained persistent. Muravyeva’s essay, forinstance, on Russian women in European universities in the latter half of the nineteenth century is an excellent example of structural change. Other essays, such as Bagchi’s on the internationalist and organisationalist approaches of Ramabai and Rokeya, Erdemir’s on Sukufe Nihal, and Pedersen’s on Wollstonecraft, also give a
sense of how women’s agency is placed within larger contexts of social and economic transformation...Barnita Bagchi also emphasises the role of religion in India and the importance of inter-religious women’s networks in the all-women stories of Pandita Ramabai (1858–1922) and Rokeya Sakhawat Hossain (1880–1932). The contribution of the Indian case to the book is important as transnational connections are most evident in this essay."
---Elif Ekin Aksit, Ankara University. Review of Women, Education, and Agency, 1600–2000, in the journal History of Education 42:2 (2013), pp. 287-289: p. 287. DOI:10.1080/0046760X.2012.754504
12. Women, Education, and Agency, 1600-2000 was also reviewed, with detailed discussion of my article, by Shruti Vip in History and Sociology of South Asia, ISSN 2230-8075,  6:2 (July 2012), pp. 149 - 152. SAGE Journals Online.
 13. "Barnita Bagchi has also shown how Rokeya Sakhawat Hossain and other Indian women reformers, such as Pandita Ramabai, paradoxically used the transnational character of the British empire to facilitate an anti-imperialist women’s movement for women’s education in early twentieth-century India . Hossain’s imagined multifaith, multi-racial, cooperative, caring, economically stable female community – Padmarag or The Ruby – with education at its centre was far from reality, however, as imperial states used gender stereotyping both to exalt the colonising nation and to demean the colonised. This was exemplified by the British in nineteenth- century India."

---Ruth Watts, "Society, education and the state: Gender perspectives on an old debate," Paedagogica Historica: International Journal of the History of Education 49:1 (2013), pp. 17-33: p. 31; DOI:10.1080/00309230.2012.745886

14. "Barnita Bagchi's paper is a lively and affectionate tribute to the Bengali writer Leela Majumder, who to all appearances was a staid school teacher at Shantiniketan.But she was also a prolific writer who with her restless travels, and varied career wrote an energetic series of stories for children. Although these may be read with a feminist slant, Bagchi is quick to state that Majumder cannot be fitted into a neat category such as feminist literature....These, and many more articles in the book have been motivated by a genuine concern to understand children's literature in a context that is wider than that within which the writer is situated. The number of perspectives included make it a valuable resource for teachers, scholars, parents, and anyone interested in children."

---Deepa Onkar. "A Varied Tapestry," review of Reading Children: Essays on Children’s Literature, Ed. RImi B.Chatterjee and Nilanjana Gupta, Orient Blackswan. The Hindu, 3 July 2010. The Hindu is  one of India's leading newspapers.

 15. "Barnita Bagchi’s critical exploration of the interface between female education and the fictional form in Britain (1778-1814) easily commends itself as a trendsetter for several reasons. Written with feeling, fervour and objectivity, the volume breaks through severalpolitically correct barriers – literary, pedagogic, canonical and cultural – and comes out as a pioneering work in its category. 

The best part of Bagchi’s approach is to break out of artificially constructed binaries. Thus, while proponents of the literary canon in the western academia  keep fighting a rear guard battle and appear defensive about the White Anglo-Saxon and Protestant (WASP) tradition,
Bagchi has no such anxiety. Similarly, she  shows that the social and political conservatism of writers, including women authors, need not necessarily be a drawback when judging the merit of their literary-cultural contributions. The five women writers that she takes up for
close study did not evince a pronounced affinity towards radical or revolutionary causes such as the French Revolution or the American War of Independence. Nevertheless, argues Bagchi, their fiction showed a deep engagement with the woman question and punctured male pretensions regarding what constitutes ‘correct’ female behaviour. Thirdly, while most educationists and littérateurs continue to operate, despite the call for interdisciplinary research, in separate spheres, Bagchi brilliantly brings them together so that both benefit in a manner that goes beyond superficial eclecticism."

---Sachidananda Mohanty, University of Hyderabad. Review of Pliable Pupils and Sufficient Self-Directors: Narratives of Female Education by Five British Women Writers 1778-1814. Economic and Political Weekly 40:6 (23 February 2005): 532-533: 533.



Wetenschappelijke expertises
gender en literatuur
de lange 18e eeuw

Gegenereerd op 2017-02-22 14:05:45
Alle publicaties
  2017 - Wetenschappelijke publicaties
Bagchi, B. (03-02-2017). Crooked lines: - utopia, human rights and South Asian women’s writing and agency. Australian journal of human rights, 22 (2), (pp. 103-122).
  2016 - Wetenschappelijke publicaties
Bagchi, B. (2016). Many Modernities and Utopia - From Thomas More to South Asian Utopian Writings. In Pablo Guerra (Eds.), Utopía: 500 años (pp. 195-220) (26 p.). Bogota, Colombia: Ediciones Universidad Cooperativa de Colombia.
Bagchi, B. (07-01-2016). Rabindranath Tagore, Utopia, and Cosmopolitanism: Some Considerations. In Sangeeta Datta & Subhoranjan Dasgupta (Eds.), Tagore: The World As His Nest (pp. 61-73). Kolkata, India: Jadavpur University Press.
  2016 - Overige resultaten
B. Bagchi (07-07-2016). "Utopia and Dystopia in Two Dramatic Works by Rabindranath Tagore". Utopian Studies Europe Conference.
B. Bagchi (25-07-2016). Joint paper with Dr P. Monachesi, City Utopias, City Futures: Narrative, Play, and Urbanism in the Context of two Asian Megacities. Urban Utopias, Urban Futures: Narrative, Play, and Planning.
B. Bagchi (19-05-2016). Opening up Intimate Spaces: Women's Writing and Autobiography in India.
  2015 - Wetenschappelijke publicaties
Bagchi, B. (2015). "Because Novels Are True, and Histories are False": Indian Women Writing Fiction in English, 1860-1918. In Ulka Anjaria (Eds.), A History of the Indian Novel in English (pp. 59-71). New York: Cambridge Universtiy Press.
Bagchi, B. (2015). Utopia and the Village in South Asian Literatures. By Anupama Mohan.Basingstoke and New York: Palgrave Macmillan, 2012. vii + 234 pp. $84.64 - review. Comparative Literature Studies, 52 (4), (pp. e7-e10) (3 p.).
Bagchi, B. (2015). Utopian and Dystopian Literature: A Review Article of New Work by Fokkema; Prakash; Gordin, Tilley, Prakash; and Meisig. CLCWeb - Comparative Literature and Culture, 17 (2), (pp. 1-4).
  2015 - Overige resultaten
B. Bagchi (30-07-2015). Crooked Lines: Utopia, Human Rights, and South Asian Women's Writing and Agency. Aspirational Rituals: Utopias and Promises of Human Rights.
Bagchi, B. (26-11-2015). Decolonizing the Mind: Utopias, Speculative Fiction, and the Decentring from Global Souths of Dominant Epistemologies.
B. Bagchi (19-03-2015). The Private and Public Personae of Mary Anne Achimmelpenninck. American Society for Eighteenth-Century Studies Conference.
Bagchi, B. (2015). The Translator as Writer, The Writer as Translator: Vikram Seth’s 'Two Lives' (2003) and 'The Rivered Earth' (2011), transnationalism, and cosmopolitanism.
B. Bagchi (30-06-2015). Toru Dutt: Nineteenth-Century Educational Histories from South Asia. The Concept of the Transnational: ISCHE Workshop.
  2014 - Wetenschappelijke publicaties
Bagchi, B. (2014). “The Ironies of Bollywood”: Layered Fictions and Histories of Bombay Films in 'Filming' and 'Cinema City'. In Cristina M. Gamez-Fernandez & Om Prakash Dwivedi (Eds.), Tabish Khair: Critical Perspectives (pp. 87-97) (11 p.). Newcastle: Cambridge Scholars Publishing.
Bagchi, B. (2014). Connected and entangled histories: writing histories of education in the Indian context. Paedagogica Historica, 50 (6), (pp. 813-821) (9 p.).
Bagchi, B., Fuchs, E. & Rousmaniere, K. (2014). Connecting Histories of Education: Transnational Exchanges and Cross-Cultural Transfers in (Post)-colonial Education. Oxford and New York: Berghahn Books.
Bagchi, B. (2014). Connecting Literature and History of Education: Analysing the Educative Fiction of Jean Webster and Lila Majumdar Transculturally and Connotatively. In Barnita Bagchi, Eckhardt Fuchs & Kate Rousmaniere (Eds.), Connecting Histories of Education: Transnational and Cross-cultural Exchanges in (post-)colonial Education (pp. 213-226) (14 p.). Oxford and New York: Berghahn Books.
Bagchi, B. (2014). Encounters with Europe. IIAS newsletter, 68, (pp. 34) (1 p.).
Bagchi, B., Fuchs, E. & Rousmaniere, K. (2014). Introduction. In Barnita Bagchi, Eckhardt Fuchs & Kate Rousmaniere (Eds.), Connecting Histories of Education: Transnational and Cross-cultural Exchanges in (Post-)colonial Education (pp. 1-8) (8 p.). Oxford and New York: Berghahn Books.
Bagchi, Barnita (2014). 'One Single Country, Which Is This Earth': Rabindranath Tagore's Creative Cosmopolitanism. In Golam Abu Zakaria (Eds.), Rabindranath Tagore: Wanderer Between Worlds (pp. 31) (38 p.). Dhaka: Bangla Academy.
  2014 - Vakpublicaties
Bagchi, B. (17-08-2014). India Vernieuwd. Vooys, 32 (2), (pp. 79-82) (4 p.).
  2014 - Overige resultaten
B. Bagchi (16-05-2014). Ghosts of the City: Lila Majumdar and Beyond. Karl Jaspers Advanced Centre for Transcultural Studies, Heidelberg University, Germany, The Vernacular City: Urbanism in Modern and Contemporary Literature and Film from South Asia.
B. Bagchi (03-05-2014). Ladylands and Imagined Uprisings: The Multiple Temporalities of South Asian Fiction in English, 1835-1905. International conference on 'Memories of the Future' organised by the Institute of Modern Languages Research, School of Advanced Studies, University of London, and Chelsea College of Art and Design.
B. Bagchi (24-07-2014). The Differentials of Gendered Social Capital in South Asian Women's Literary-Educational Activism, 1880-1920: Renewing Transnational Approaches. International Standing Conference for the History of Education, Education for War and Peace.
  2013 - Wetenschappelijke publicaties
Bagchi, B. (2013). Must There Be Apocalypse? An Analysis of South Asian Speculative Fiction. Frame: Tijdschrift voor Literatuurwetenschap, 26 (1), (pp. 109-124) (16 p.).
  2013 - Vakpublicaties
Bagchi, B. (2013). Bookreview A Tale with Seven Answers. The Book Review, XXXVII.
  2013 - Overige resultaten
B. Bagchi (15-05-2013). On rivers of wind: Lila Majumdar, Indian children's literature, and utopia. Seminar, Centre of South Asian Studies.
B. Bagchi (23-08-2013). Power, Politics, and Education: Gendered Narratives from Western India. International Standing Conference for the History of Education 35: Education and Power-Historical Perspectives.
B. Bagchi (21-06-2013). Resonances and Influences of 'Pride and Prejudice' in India: The Marriage Plot in Colonial and Postcolonial Indian Fiction. International Conference on 'Pride and Prejudice'.
  2012 - Wetenschappelijke publicaties
Bagchi, B. (2012). Introduction. The Politics of the (Im)possible: Utopia and Dystopia Reconsidered (pp. 1-19) (19 p.). New Delhi, Thousand Oaks, London: SAGE.
Bagchi, B. (2012). Ladylands and Sacrificial Holes: Utopias and Dystopias in Rokeya Sakhawat Hossain's Writings. In Barnita Bagchi (Eds.), The Politics of the (Im)possible: Utopia and Dystopia Reconsidered (pp. 166-178) (13 p.). New Delhi, London, Thousand Oaks: SAGE.
Bagchi, B. (2012). The Politics of the (Im)possible: Utopia and Dystopia Reconsidered. (276 p.). New Delhi, London, Thousand Oaks: SAGE.
Bagchi, B. (2012). Writing Educational Spaces in Twentieth -Century Reformist Indian Discourse. HSE Social and Education History, 1 (1), (pp. 78-100) (23 p.).
  2012 - Vakpublicaties
Bagchi, B. (2012). Gendered Subalterns. Economic and Political Weekly, 47, (pp. 27-29) (3 p.).
  2012 - Populariserende publicaties
Bagchi, B. (2012). Surveying the Field. The Book Review, 36, (pp. 8) (1 p.).
  2012 - Overige resultaten
B. Bagchi (30-08-2012). Cosmopolitanism. Melbourne, Roundtable Discussion, Monash Asia Institute, Monash University..
B. Bagchi (26-07-2012). Fruits of Knowledge: Polemics, Humour, and Moral Education in Selected Bengali Women's Writing, c. 1900 to Contemporary Times. European Conference for South Asian Studies.
B. Bagchi (22-08-2012). Outsourcing Old Age. Kolkata, Special Lecture, Centre for Advanced Study in English, Jadavpur University, India.
B. Bagchi (29-06-2012). Rooted Cosmopolitans: Internationalisation of Education and Aspects of the Innovations of Colonial Modernity in South Asia. Keynote Lecture, Joint Congress, International Standing Conference of History of Education, Society for the History of Children and Youth, and Disabilities History Association.
B. Bagchi (04-05-2012). Tagore and Rousseau: A Transcultural and Transhistorical Analysis. International Conference 'Tagore: The Global Standing of a Writer in the Community'.
  2011 - Wetenschappelijke publicaties
Bagchi, B. (2011). Between history, fiction, and biography: Cosmopolitanism, migration, and intercultural relationships in Vikram Seth’s 'Two Lives'. Journal of Postcolonial Cultures and Societies (electronic), 2 (4).
Bagchi, B. (2011). Créer, Jouer, et Agir: Rabindranath Tagore et l’Action Politique. In Marie-Claire Caloz-Tschopp (Eds.), Penser Pour Résister: Colère, Courage, et Création Politique (pp. 181-189) (9 p.). Paris: L'Harmattan.
Bagchi, B. (2011). Ein einziges Land, welches die Erde ist: Rabindranath Tagores kreativer Kosmopolitismus. Rabindranath Tagore: Wanderer zwischen Welten (pp. 33-38) (6 p.). Ulm: Verlag Klemm-Oelschläger.
Bagchi, B. (2011). La capacité d’agir des femmes dans la sphère publique en Asie du Sud: Pour une histoire, une politique et une poétique connotatives. In Isabelle Lacoue-Labarthe & Fatou Sow (Eds.), Politique, esthétique, féminisme. Les formes du politique, les ruses de la domination et le sens des luttes féministes. Tumultes 37. (pp. 65-79) (238 p.). Paris: Editions Kime.
Bagchi, B. (2011). Women's Writing and Narratives of Development. In C. Guha & S. Dasgupta (Eds.), Breaking the Silence: Reading Virginia Woolf, Ashapurna Devi, and Simone de Beauvoir (pp. 60-72) (13 p.). Kolkata: Dasgupta and Co..
  2011 - Overige resultaten
B. Bagchi (01-07-2011). Rabindranath Tagore and Utopia: Some Considerations. South Asia Institute, University of Heidelberg, Celebrating Rabindranath Tagore.
B. Bagchi (11-08-2011). Rabindranath Tagore, Utopia, and Literary Cosmopolitanism. Institute of Development Studies Kolkata, Kolkata, Rabindranath Tagore in the World.
  2010 - Wetenschappelijke publicaties
Bagchi, B. (2010). Ramabai, Rokeya, and the History of Gendered Social Capital in India. In J, M, S Spence, Meikle, Aiston (Eds.), Women, Education and Agency, 1600-2000 (pp. 66-82) (17 p.). London: Routledge.
Bagchi, B. (2010). Two Lives: Voices, Resources, and Networks in the History of Women’s Education in South Asia. Women's History Review London: Taylor & Francis.
  2010 - Overige resultaten
Bagchi, B. (28-05-2010). Between History, Fiction, and Biography: Narrating Migration, War, and Intercultural Relationships in Vikram Seth’s Two Lives. Migration and Intercultural Identities in relation to Borders Regions (19th and 20th centuries).
Bagchi, B. (24-04-2010). Créer, Jouer, et Agir : Rabindranath Tagore et l’Action Politique. international colloquium on ‘La Pensée et L’Action dans le Pouvoir : Dynamiques Soumission-Insoumission et Création Politique'.
Bagchi, B. (26-08-2010). The Regional, the National, and the Global: Changing Perceptions of Space in Twentieth -Century Indian Educational Discourse. invited paper in panel on ‘The Concept of Space in Modern History', International Congress of Historical Sciences.
  2009 - Wetenschappelijke publicaties
Bagchi, B. (2009). Carrying Over: Analysing Female Utopias and Narratives of Female Education Cross-Culturally and Cross-Historically. In M. Sanyal & A. Ghosh (Eds.), Culture, Society, and Development in India: Essays for Amiya Kumar Bagchi (pp. 43-59) (17 p.). New Delhi, India: Orient Blackswan. ISBN 9788125037071.
Bagchi, B. (2009). Cheery Children, Growing Girls, and Developing Young Adults: On Reading, Growing, and Hopscotching across Categories�, (Delhi: Orient Blackswan, 2009) ISBN 9788125037002. In R.B. Chatterjee & N. Gupta (Eds.), Reading Children: Essays on Children's Literature (pp. 162-181) (20 p.). New Delhi, India: Orient Blackswan. ISBN 9788125037002.
Bagchi, B. (2009). Education, Women’s Narratives, and Feminist Civil Society Activism: Rokeya Sakhawat Hossain’s Feminist Utopias. In S. Denefle (Eds.), Utopies Feministes et Experimentations Urbaines (pp. 109-116) (8 p.). Rennes: Presses Universitaires de Rennes.
Bagchi, B. (2009). Towards Ladyland: Rokeya Sakhawat Hossain and the Movement for Women's Education in Bengal, c. 1900-c. 1932�. Paedagogica Historica, Volume 45 (Number 3), (pp. 743-755) (13 p.).
Bagchi, B. (2009). Voilà femme forte: The Unusual Education of Mary Anne Schimmelpenninck. In M. Sarkar (Eds.), Moneta's Veil: Essays on Nineteenth Century Literature (pp. 34-50) (17 p.). New Delhi, India: Pearson Education. ISBN 9788131726761.
  2009 - Overige resultaten
B. Bagchi (27-08-2009). Popular Female Education, Nationalism, and Bengali Women's Writing: India 1900 to 1955. 31st Session of the International Standing Conference for the History of Education, 'The History of Popular Education'.
  2008 - Wetenschappelijke publicaties
Bagchi, B. (2008). Hannah Arendt, Education, and Liberation: A Comparative South Asian Feminist Perspective. Heidelberg Papers in South Asian and Comparative Politics, 35.
  2008 - Vakpublicaties
Bagchi, B. (2008). ‘L’Education, l’Action, et la Désobéissance Civile: Trois Femmes Écrivaines Indiennes en Dialogue avec Hannah Arendt. In Marie-Claire Caloz-Tschopp (Eds.), (Re)Lire Hannah Arendt Aujourd’hui: Pouvoir, Guerre, Pensée, Jugement Politique (pp. 447-452) (6 p.). Paris: L'Harmattan.
  2006 - Vakpublicaties
Bagchi, B. (2006). In Tarini Bhavan: Rokeya Sakhawat Hossains Padmarag und der Reichtum des südasiatischen Feminismus in der Förderung nicht konfessionsgebundener, den Geschlechtern gerecht werdender menschlicher Entwicklung. Wie schamlos doch die Mädchen geworden sind: Bildnis von Rokeya Sakhawat Hossain (pp. 115-130) (16 p.). Berlin: IKO—Verlag fur Interkulturelle Kommunikation.
  2005 - Wetenschappelijke publicaties
Bagchi, B. (2005). 'So Odd and So Stupid’: The Triumph of Fanny Price. In S. Bhattacharji (Eds.), Mansfield Park, critical edition (pp. 487-495) (9 p.). New Delhi: Penguin.
Bagchi, B. (2005). Sultana’s Dream and Padmarag: Two Feminist Utopias. New Delhi: Penguin.
Bagchi, B. (2005). Webs of History: Information, Communication, and Technology from Early to Post-Colonial India. New Delhi: Manohar.
  2005 - Vakpublicaties
Bagchi, B. (2005). Gender, History, and the Recovery of Knowledge through Information and Communication Technologies. In A.K. Bagchi, B Bagchi & D. Sinha (Eds.), Webs of History: Information, Communication, and Technology from Early to post-Colonial India (pp. 265-278) (14 p.). New Delhi: Manohar.
  2004 - Wetenschappelijke publicaties
Bagchi, B. (2004). Pliable Pupils and Sufficient Self-Directors: Narratives of Female Education by Five British Women Writers, 1778-1814. (198 p.). New Delhi: Tulika.
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Afgesloten projecten

Urban Futures driven by Urban Utopias: Narratives, Play, and Planning 01-01-2016 tot 02-01-2017
Algemene projectbeschrijving

The goal of the project is to support the process of education and consensus building in city development among various stakeholders: government, urban planners, citizens and intellectuals. It takes a media, communication, and cultural studies approach to urban change. We also aim to set the basis for imagining alternative spaces in Asian cities through the use of games, literature, films that can be a source of inspiration for urban planners and governments.

Rol: Onderzoeksleider & uitvoerder Financiering
1e geldstroom: ICON & UIL OTS: Crossing the Borders
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 Member, Board of the Erasmus Prize Foundation (Stichting Praemium Erasmianum)
Coordinator, Humanities Honours Programme, for the Department of Languages, Literature, and Communication, Utrecht University
Member, BA Opleidingscommissie (Teaching Learning Committe) for Comparative Literature at UU.
Life Member, Clare Hall, University of Cambridge.
Was a member of the Advisory Group for UU's Faculty of Humanities Diversity Group (G5 Project), which concluded its activities in summer 2013.
Member, Academic Advisory Board Asian Literature and Translation (ALT): A Journal of Religion, Society and Culture, .
Member, Editorial Advisory Board,  online journal Heidelberg Papers in South Asian and Comparative Politics,  
Fellow, Postcolonial Studies Initiative at Utrecht University, 
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dr. B. Bagchi Contactgegevens

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Telefoonnummer direct 030 253 8352
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Laatst bijgewerkt op 06-09-2016