標(biāo)題: Titlebook: Education and Empire; Children, Race and H Rebecca Swartz Book 2019 The Editor(s) (if applicable) and The Author(s) 2019 Settler colonialis [打印本頁] 作者: frustrate 時(shí)間: 2025-3-21 16:53
書目名稱Education and Empire影響因子(影響力)
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書目名稱Education and Empire網(wǎng)絡(luò)公開度
書目名稱Education and Empire網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Education and Empire被引頻次
書目名稱Education and Empire被引頻次學(xué)科排名
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書目名稱Education and Empire年度引用學(xué)科排名
書目名稱Education and Empire讀者反饋
書目名稱Education and Empire讀者反饋學(xué)科排名
作者: 仔細(xì)檢查 時(shí)間: 2025-3-21 20:41
2635-1633 to further humanitarian or settler colonial aims. Underlying these questions were anxieties regarding the status of Indigenous people in newly colonisedterritories: the successful education of their children could show their potential for equality. .978-3-319-95909-2Series ISSN 2635-1633 Series E-ISSN 2635-1641 作者: 制度 時(shí)間: 2025-3-22 01:53 作者: mitten 時(shí)間: 2025-3-22 05:30 作者: lipoatrophy 時(shí)間: 2025-3-22 10:09
Action Strategies for Implementing Change,antify racial difference. Schools were also critical to providing information to Indigenous people about what it meant to be civilised, Christian and British subjects. The chapter?draws on Florence Nightingale’s correspondence and study on native colonial schools across the Empire, as well as on Robert James Mann’s writing on Africans in Natal.作者: Maximize 時(shí)間: 2025-3-22 15:18 作者: Maximize 時(shí)間: 2025-3-22 18:01 作者: exclamation 時(shí)間: 2025-3-23 00:24
Science Communication Through Mobile Deviceslonies. The chapter uses material relating to the Negro Education Grant in the West Indies, including reports from inspector Charles La Trobe, as well as a memorandum on industrial education produced by James Kay-Shuttleworth.作者: 指派 時(shí)間: 2025-3-23 04:22
Nabarun Dasgupta,Carly Winokur,Carrie Pierces was done hesitantly, as local legislatures were concerned about spending on education. In the settler colonies, the humanitarian ideas that allowed for the development of education in the West Indies were substantially challenged by settler colonialism.作者: 靈敏 時(shí)間: 2025-3-23 08:33
Mohan Jyoti Dutta,Dazzelyn Baltazar Zapataeading these ‘failed’ attempts at African education, I show how local settlers’ voices were increasingly dominant in Natal’s colonial politics. This had implications for the kinds of education that African pupils could access.作者: 枯萎將要 時(shí)間: 2025-3-23 10:08 作者: 心胸狹窄 時(shí)間: 2025-3-23 14:29 作者: MIRTH 時(shí)間: 2025-3-23 22:00
Introduction: Education and Empire: Children, Race and Humanitarianism in the British Settler Colonme, children’s needs came to be seen as different to those of their parents, and childhood was approached as a time to make interventions into Indigenous people’s lives. This period also saw shifts in thinking about race, from a predominantly cultural to a biological understanding of difference.作者: flavonoids 時(shí)間: 2025-3-24 00:01 作者: 我說不重要 時(shí)間: 2025-3-24 03:18
Civilising Spaces: Government, Missionaries and Land in Education in Western Australia,s was done hesitantly, as local legislatures were concerned about spending on education. In the settler colonies, the humanitarian ideas that allowed for the development of education in the West Indies were substantially challenged by settler colonialism.作者: 文件夾 時(shí)間: 2025-3-24 07:27
,‘Forgotten and Neglected’: Settlers, Government and Africans’ Education in Natal,eading these ‘failed’ attempts at African education, I show how local settlers’ voices were increasingly dominant in Natal’s colonial politics. This had implications for the kinds of education that African pupils could access.作者: DRILL 時(shí)間: 2025-3-24 14:34 作者: cavity 時(shí)間: 2025-3-24 18:55
,Conclusion: The ‘Chief Blessing of Civilisation, the Benefit of Education’,onies. Humanitarian thinking had promoted education as a way for Indigenous children to enter into ‘civilised‘ society. However, hostility towards Indigenous people in the settler colonies, and competition over land and the need for labour, meant that these opportunities were often denied to Indigenous people.作者: syncope 時(shí)間: 2025-3-24 23:02
A Useful Education: Humanitarianism, Settler Colonialism and Industrial Schools in Australia, New Zrpreted across multiple institutions. It pays particular attention to the industrial schools founded along the Cape frontier under the auspices of Grey’s grant. It then moves on to one institution, Ekukhanyeni, run by Bishop Colenso in Natal, where Grey’s support for industrial education was foundational to the institution’s (short-lived) success.作者: 帶子 時(shí)間: 2025-3-25 02:19 作者: Hiatus 時(shí)間: 2025-3-25 04:22
https://doi.org/10.1007/978-1-4020-8598-7ights the connections and divergences between different parts of the Empire. Colonial education was shaped by a number of competing and cooperative discourses, including settler colonialism and humanitarianism. Between emancipation in the 1830s and the 1880s, where the study concludes, there were re作者: appall 時(shí)間: 2025-3-25 11:32 作者: Aromatic 時(shí)間: 2025-3-25 13:58
Nabarun Dasgupta,Carly Winokur,Carrie Piercetion was related to particular ideas about the use of colonised space. Indigenous adults and children alike needed to be educated into the correct relationship to land. Part of this could happen through situating schools in particular places—urban or rural—that would lead to children’s civilisation.作者: Obstreperous 時(shí)間: 2025-3-25 16:10
Mohan Jyoti Dutta,Dazzelyn Baltazar Zapata influenced the kinds of education promoted, the amount of funding given, and the level of government involvement in education. Thus, while there might have been broad ideas about the civilisation of Indigenous people throughout the Empire, this came up against a changing relationship between imperi作者: 挖掘 時(shí)間: 2025-3-25 22:48
Communicating in Digital Age Corporations for industrial education in New Zealand, the Cape and Natal. The chapter begins with a brief introduction to the concept of industrial education. It then discusses Grey’s broad schemes for industrial training in New Zealand and the Cape, describing the contours of these ideas and how they were inte作者: insincerity 時(shí)間: 2025-3-26 04:06
Action Strategies for Implementing Change, an important source of information about Indigenous people. Schools were often the only point of contact between Indigenous people, particularly children, missionaries and the colonial state. School records and reports could be used to measure the progress of civilisation, but also to define and qu作者: 羽毛長成 時(shí)間: 2025-3-26 06:57
IWP 8: Interview No. 8: Maurizio Gianiscuss the 1857 Industrial Schools Act and then the 1870 Elementary Education Act. This legislation shifted thinking about the government’s right to intervene in education in metropolitan and colonial contexts. In the second part of the chapter, I focus on legislative change in Western Australia. I a作者: PALL 時(shí)間: 2025-3-26 11:21
Communicating through Vague Languageetropolitan and colonial contexts. Increasingly, education was seen as an area for government involvement. However, this did not necessarily translate into increased education for Indigenous children. As attitudes towards race hardened, education was seen as something that should cater to the unique作者: avulsion 時(shí)間: 2025-3-26 16:42
https://doi.org/10.1007/978-3-319-95909-2Settler colonialism; Indigenous; Native; Teachers; Caribbean; New Zealand; Australia; South Africa; Missiona作者: exostosis 時(shí)間: 2025-3-26 19:51 作者: Immunization 時(shí)間: 2025-3-27 00:29 作者: 有說服力 時(shí)間: 2025-3-27 01:39 作者: 使害羞 時(shí)間: 2025-3-27 07:30 作者: 支架 時(shí)間: 2025-3-27 09:35
Introduction: Education and Empire: Children, Race and Humanitarianism in the British Settler Colonights the connections and divergences between different parts of the Empire. Colonial education was shaped by a number of competing and cooperative discourses, including settler colonialism and humanitarianism. Between emancipation in the 1830s and the 1880s, where the study concludes, there were re作者: MAUVE 時(shí)間: 2025-3-27 14:19
,‘The Gift of Education’: Emancipation and Government Education in the West Indies, Britain and Beyoation came to be seen as the responsibility of a humanitarian colonial government and as central to social reform in Britain and the colonies. Ideas about what education should enable—who should access it, and how—changed in relation to these developments. The ways in which the imperial government c作者: 紡織品 時(shí)間: 2025-3-27 18:18 作者: 溺愛 時(shí)間: 2025-3-27 23:25 作者: crumble 時(shí)間: 2025-3-28 05:06
A Useful Education: Humanitarianism, Settler Colonialism and Industrial Schools in Australia, New Z for industrial education in New Zealand, the Cape and Natal. The chapter begins with a brief introduction to the concept of industrial education. It then discusses Grey’s broad schemes for industrial training in New Zealand and the Cape, describing the contours of these ideas and how they were inte作者: 議程 時(shí)間: 2025-3-28 07:19 作者: goodwill 時(shí)間: 2025-3-28 12:42
Education and Obligation: Compulsory Schooling, Childhood and the Family,scuss the 1857 Industrial Schools Act and then the 1870 Elementary Education Act. This legislation shifted thinking about the government’s right to intervene in education in metropolitan and colonial contexts. In the second part of the chapter, I focus on legislative change in Western Australia. I a作者: 悲觀 時(shí)間: 2025-3-28 18:37
,Conclusion: The ‘Chief Blessing of Civilisation, the Benefit of Education’,etropolitan and colonial contexts. Increasingly, education was seen as an area for government involvement. However, this did not necessarily translate into increased education for Indigenous children. As attitudes towards race hardened, education was seen as something that should cater to the unique
