Titlebook: Education and Empire; Children, Race and H Rebecca Swartz Book 2019 The Editor(s) (if applicable) and The Author(s) 2019 Settler colonialis

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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

制度

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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.

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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.

指派

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.

靈敏

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.