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001359805 001__ 1359805
001359805 003__ OCoLC
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001359805 019__ $$a1156406499$$a1162762288$$a1203999157$$a1224941210$$a1228572022
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001359805 020__ $$a9783319959085$$q(print)
001359805 020__ $$a3319959085
001359805 020__ $$a9783319959108$$q(print)
001359805 020__ $$a3319959107
001359805 020__ $$a9783319959092$$q(electronic book)
001359805 0247_ $$a10.1007/978-3-319-95909-2$$2doi
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001359805 049__ $$aISEA
001359805 050_4 $$aJV61-JV152
001359805 08204 $$a325.3$$223
001359805 1001_ $$aSwartz, Rebecca.,$$eauthor
001359805 24510 $$aEducation and Empire :$$bChildren, Race and Humanitarianism in the British Settler Colonies, 1833-1880 /$$cby Rebecca Swartz.
001359805 264_1 $$aCham :$$bSpringer International Publishing :$$bImprint :$$bPalgrave Macmillan,$$c2019.
001359805 300__ $$a1 online resource (XIII, 253 pages) :$$bonline resource
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001359805 4901_ $$aCambridge Imperial and Post-Colonial Studies Series
001359805 5050_ $$aChapter One: Introduction: Education and Empire: Children, Race and Humanitarianism in the British settler colonies -- Chapter Two: 'The gift of education': Emancipation and government education in the West Indies, Britain and beyond -- Chapter Three: Civilising spaces: Government, missionaries and land in education in Western Australia -- Chapter Four: 'Forgotten and neglected': Settlers, government and Africans' education in Natal -- Chapter Five: A useful education: Humanitarianism, settler colonialism and industrial schools in Australia, New Zealand and South Africa -- Chapter Six: Researching education: Florence Nightingale, British imperialism and colonial schools -- Chapter Seven: Education and obligation: Compulsory schooling, childhood and the family -- Chapter Eight: Conclusion: The 'chief blessing of civilisation, the benefit of education'.
001359805 506__ $$aAccess limited to authorized users.
001359805 520__ $$aThis book tracks the changes in government involvement in Indigneous children's education over the nineteenth century, drawing on case studies from the Caribbean, Australia and South Africa. Schools were pivotal in the production and reproduction of racial difference in the colonies of settlement. Between 1833 and 1880, there were remarkable changes in thinking about education in Britain and the Empire with it increasingly seen as a government responsibility. At the same time, children's needs came to be seen as different to those of their parents, and childhood was approached as a time to make interventions into Indigenous people's lives. This period also saw shifts in thinking about race. Members of the public, researchers, missionaries and governments discussed the function of education, considering whether it could be used to further humanitarian or settler colonial aims. Underlying these questions were anxieties regarding the status of Indigenous people in newly colonised territories: the successful education of their children could show their potential for equality.
001359805 650_0 $$aImperialism.
001359805 650_0 $$aWorld history.
001359805 650_0 $$aEducation$$xHistory.
001359805 650_0 $$aSocial history.
001359805 655_0 $$aElectronic books
001359805 7730_ $$tSpringer eBooks
001359805 77608 $$iPrint version:$$z9783319959085
001359805 77608 $$iPrint version:$$z9783319959108
001359805 830_0 $$aCambridge imperial and post-colonial studies series.
001359805 852__ $$bebk
001359805 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-319-95909-2$$zOnline Access$$91397441.1
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001359805 980__ $$aBIB
001359805 980__ $$aEBOOK
001359805 982__ $$aEbook
001359805 983__ $$aOnline
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