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Education and empirechildren, race and humanitarianism in the British settler colonies, 1833-1880 /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education and empireby Rebecca Swartz.
Reminder of title:	children, race and humanitarianism in the British settler colonies, 1833-1880 /
Author:	Swartz, Rebecca.
Published:	Cham :Springer International Publishing :2019.
Description:	xiii, 253 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Imperialism.
Online resource:	https://doi.org/10.1007/978-3-319-95909-2
ISBN:	9783319959092$q(electronic bk.)

Education and empirechildren, race and humanitarianism in the British settler colonies, 1833-1880 /
Swartz, Rebecca.

Education and empirechildren, race and humanitarianism in the British settler colonies, 1833-1880 /[electronic resource] :by Rebecca Swartz. - Cham :Springer International Publishing :2019. - xiii, 253 p. :ill., digital ;24 cm. - Cambridge imperial and post-colonial studies series. - Cambridge imperial and post-colonial studies series..

Chapter 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'.

This 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.

ISBN: 9783319959092$q(electronic bk.)

Standard No.: 10.1007/978-3-319-95909-2doiSubjects--Topical Terms:

180063
Imperialism.

LC Class. No.: LC3719 / .S937 2019

Dewey Class. No.: 371.829

Education and empirechildren, race and humanitarianism in the British settler colonies, 1833-1880 /
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520 $a This 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.
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