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

Hiatus

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

appall

Aromatic

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.

Obstreperous

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

挖掘

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

insincerity

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

羽毛長成

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

PALL

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

avulsion

https://doi.org/10.1007/978-3-319-95909-2Settler colonialism; Indigenous; Native; Teachers; Caribbean; New Zealand; Australia; South Africa; Missiona

exostosis