Download or read book Indigenous Girls and Education in a Changing Colonial Society written by Kirsten Kamphuis and published by . This book was released on 2019 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: So far, the history of Indonesian girls' education in the colonial period has mainly been explored by historians who have focused on governmental policies, and by those interested in theories of emancipation and modernity. This has often resulted in narratives about education as either a pathway to anticolonial activism and the birth of the Indonesian nation state, or as a gateway to 'modernity' and women's emancipation. This thesis, by contrast, argues that a focus on girls'education can help us to shift the perspective away from such teleological frameworks. This research project reconsiders the topic of girls' education by taking the diversity of the late-colonial Dutch East Indies as its starting point. In doing so, the thesis integrates four widely diverging regions - the sultanate of Yogyakarta, West Sumatra, Flores and Minahasa - in one comparative framework. This allows for a kaleidoscopic view on girls' schooling from modernist Islamic initiatives to nationalist organizations and Christian missionary schools. The comparative framework enables an interrogation of the importance of local factors, while also doing justice to broader societal developments, such as the growing popular support for nationalist movements and the increasing labour market participation of Indonesian women. While the importance of the new colonial ideology represented by the early-twentieth-century 'ethical policy' should not be underestimated, this research supports the argument that this policy was far from the only driving force behind developments in female education. Throughout the chapters, the strikingly diverse and highly gendered educational landscape of the Dutch East Indies is moved into two recently developed historiographical fields. In the first place, following the approach of colonial childhood studies, there is a continuous attempt to explore the historical experiences of indigenous girls themselves. This allows for a glimpse of girls' own agency and the historical subjectivity of a group that, in historiography, is usually framed as the 'object' of colonial civilizing missions. In the second place, this thesis precisely reconsiders the idea of colonial education as being driven by civilizing missions. Most importantly, the thesis argues that in most cases, their schooling encouraged indigenous girls to become agents of gendered civilizing missions in the context of a colonial society in flux.
Download or read book From One Woman to Another The Role of Spanish Women in the Catholic Education of Indigenous Girls in Sixteenth Century New Spain written by Kayla Elizabeth Green and published by . This book was released on 2018 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The endeavors of the colonial enterprise of the Spanish empire are often attributed to men while women are given secondary importance; yet women were greatly involved in the religious education and conversion of indigenous girls. Religious laywomen, or beatas, served as religious teachers to indigenous daughters of nobility, helping to shape colonial society. The beatas garnered great support of their work from Spain's Queen Isabella of Portugal. Through Isabella's writings in the 1530s, her support for the spread of Catholicism and her respect for the women carrying out God's instructions to convert the world is evident. Isabella favored the "soft imperialistic" tactics of the beatas as opposed to many of the male priests' employment of violent and fear tactics of conversion. The beatas struggled, however, to assert their autonomy in colonial society as the patriarchy attempted to control them and their work. From one woman to another, Queen Isabella of Portugal and the beatas of New Spain worked together to advocate for the Spanish women's rights as educators, for the indigenous girls of noble status, and for their education. Through the beatas' fight for their independence, they attempted to revolutionize imperial modes of conquest and control and, thus, colonial society. Queen Isabella of Portugal and the beatas of New Spain are without a doubt significant actors in history, serving as purveyors of change, advocates of religious conversion and education, and supporters of women's autonomy, and as such, their story deserves an audience.
Download or read book Empire Civil Society and the Beginnings of Colonial Education in India written by and published by Cambridge University Press. This book was released on 2019-05-23 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book tells a story of radical educational change. In the early nineteenth century, an imperial civil society movement promoted modern elementary 'schools for all'. This movement included British, American and German missionaries, and Indian intellectuals and social reformers. They organised themselves in non-governmental organisations, which aimed to change Indian education. Firstly, they introduced a new culture of schooling, centred on memorisation, examination, and technocratic management. Secondly, they laid the ground for the building of the colonial system of education, which substituted indigenous education. Thirdly, they broadened the social accessibility of schooling. However, for the nineteenth century reformers, education for all did not mean equal education for all: elementary schooling became a means to teach different subalterns 'their place' in colonial society. Finally, the educational movement also furthered the building of a secular 'national education' in England.
Download or read book Learning femininity in colonial India 1820 1932 written by Tim Allender and published by Manchester University Press. This book was released on 2016-01-01 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the colonial mentalities that shaped and were shaped by women living in colonial India between 1820 and 1932. Using a broad framework the book examines the many life experiences of these women and how their position changed, both personally and professionally, over this long period of study. Drawing on a rich documentary record from archives in the United Kingdom, India, Pakistan, North America, Ireland and Australia this book builds a clear picture of the colonial-configured changes that influenced women interacting with the colonial state. In the early nineteenth century the role of some women occupying colonial spaces in India was to provide emotional sustenance to expatriate European males serving away from the moral strictures of Britain. However, powerful colonial statecraft intervened in the middle of the century to racialise these women and give them a new official, moral purpose. Only some females could be teachers, chosen by their race as reliable transmitters of genteel accomplishment codes of European, middle-class femininity. Yet colonial female activism also had impact when pressing against these revised, official gender constructions. New geographies of female medical care outreach emerged. Roman Catholic teaching orders, whose activism was sponsored by piety, sought out other female colonial peripheries, some of which the state was then forced to accommodate. Ultimately the national movement built its own gender thresholds of interchange, ignoring the unproductive colonial learning models for females, infected as these models had become with the broader race, class and gender agendas of a fading raj. This book will appeal to students and academics working on the history of empire and imperialism, gender studies, postcolonial studies and the history of education.
Download or read book The Routledge Handbook on the History of Development written by Corinna R. Unger and published by Routledge. This book was released on 2022-06-23 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This bold and ambitious handbook is the first systematic overview of the history of development ideas, themes, and actors in the twentieth century. Taking stock of the field, the book reflects on blind spots, points out avenues for future research, and brings together a greater plurality of regions, actors, and approaches than other publications on the subject. The book offers a critical reassessment of how historical experiences have shaped contemporary understandings of development, demonstrating that the seemingly self-evident concept of development has been contingent on a combination of material conditions, power structures, and policy choices at different times and in different places. Using a world history approach, the handbook highlights similarities in development challenges across time and space, and it pays attention to the meanings of ideological, cultural, and economic divides in shaping different understandings and practices of development. Taking a thematic approach, the book shows how different actors – governments, non-governmental organizations, individuals, corporations, and international organizations – have responded to concerns regarding the conditions in their own or other societies, such as the provision of education, health, or food; approaches to infrastructure development and industrialization; the adjustment of social conditions; population policies and migration; and the maintenance of stability and security. Bringing together a range of voices from across the globe, this book will be perfect for advanced students and researchers of international development history.
Download or read book Indigenous Education and Empowerment written by Duane Champagne and published by Rowman Altamira. This book was released on 2006-03-23 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to our understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education.
Download or read book The Palgrave Handbook of African Education and Indigenous Knowledge written by Jamaine M. Abidogun and published by Springer Nature. This book was released on 2020-06-02 with total page 829 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook explores the evolution of African education in historical perspectives as well as the development within its three systems–Indigenous, Islamic, and Western education models—and how African societies have maintained and changed their approaches to education within and across these systems. African education continues to find itself at once preserving its knowledge, while integrating Islamic and Western aspects in order to compete within this global reality. Contributors take up issues and themes of the positioning, resistance, accommodation, and transformations of indigenous education in relationship to the introduction of Islamic and later Western education. Issues and themes raised acknowledge the contemporary development and positioning of indigenous education within African societies and provide understanding of how indigenous education works within individual societies and national frameworks as an essential part of African contemporary society.
Download or read book Indian Education in the American Colonies 1607 1783 written by Margaret Szasz and published by Albuquerque : University of New Mexico Press. This book was released on 1988 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Armed with Bible and primer, missionaries and teachers in colonial America sought, in their words, "to Christianize and civilize the native heathen." Both the attempts to transform Indians via schooling and the Indians' reaction to such efforts are closely studied for the first time in Indian Education in the American Colonies, 1607-1783. Margaret Connell Szasz's remarkable synthesis of archival and published materials is a detailed and engaging story told from both Indian and European perspectives. Szasz argues that the most intriguing dimension of colonial Indian education came with the individuals who tried to work across cultures. We learn of the remarkable accomplishments of two Algonquian students at Harvard, of the Creek woman Mary Musgrove who enabled James Oglethorpe and the Georgians to establish peaceful relations with the Creek Nation, and of Algonquian minister Samson Occom, whose intermediary skills led to the founding of Dartmouth College. The story of these individuals and their compatriots plus the numerous experiments in Indian schooling provide a new way of looking at Indian-white relations and colonial Indian education. -- Provided by publisher.
Download or read book American Indian First Nations Schooling written by C. Glenn and published by Springer. This book was released on 2011-06-20 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tracing the history of Native American schooling in North America, this book emphasizes factors in society at large - and sometimes within indigenous communities - which led to Native American children being separate from the white majority. Charles L. Glenn examines the evolving assumptions about race and culture as applied to schooling, the reactions of parents and tribal leadership in the United States and Canada, and the symbolic as well as practical role of indigenous languages and of efforts to maintain them.
Download or read book The Colonial World written by Robert Aldrich and published by Bloomsbury Publishing. This book was released on 2022-12-29 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Colonial World: A History of European Empires, 1780s to the Present provides the most authoritative, in-depth overview on European imperialism available. It synthesizes recent developments in the study of European empires and provides new perspectives on European colonialism and the challenges to it. With a post-1800 focus and extensive background coverage tracing the subject to the early 1700s, the book charts the rise and eclipse of European empires. Robert Aldrich and Andreas Stucki integrate innovative approaches and findings from the 'new imperial history' and look at both the colonial era and the legacies it left behind for countries around the world after they gained independence. Dividing the text into three complementary sections, Aldrich and Stucki offer an original approach to the subject that allows you to explore: - Different eras of colonisation and decolonisation from early modern European colonialism to the present day - Overarching themes in colonial history, like 'land and sea', 'the body' and 'representations of colonialism' - A global range of snapshot colonial case studies, such as Peru (1780), India (1876), The South Pacific (1903), the Dutch East Indies (1938) and the Portuguese empire in Africa (1971) This is the essential text for anyone seeking to understand the nature and complexities of modern European imperialism and its aftermath.
Download or read book Girls Vocational Education at Chemawa Indian School 1900 1930s written by Rebecca Christine Wellington and published by . This book was released on 2017 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation focuses on female student experiences at Chemawa Indian School in Salem, Oregon between 1900 and the 1930s. It examines the broader meaning and significance of the federally-funded boarding school education provided to Indigenous female students at Chemawa during this period of educational reform in which the long-time emphasis on gendered vocational education for Indigenous youth, reinforced by the settler colonial paradigm of a strict sexual division of labor, became part of a broader movement in public education nationally. This movement strongly reinforced restrictive gender roles and was philosophically justified by its proponents based on influential theories of social efficiency and social evolution of the period. By demanding forms of education that fit their needs and desires and actively seeking these forms of education, some female Indigenous students carved out spaces of maneuverability and access within and beyond the Chemawa campus. Female students helped negotiate the malleability of this space and used it as a launch pad for greater opportunity. Chemawa female students’ resistance took two distinct forms: advocacy for choice and self-definition. Many existing stories of Indigenous youth resistance in education--including those told by David Wallace Adams, K. Tsianina Lomawaima and Theresa McCarty--are stories of students turning away from schools. By contrast, the stories of female student advocacy at Chemawa told here are examples of Indigenous youth turning toward education and actively negotiating for different options. Their resistance was to a restrictive vocational curriculum, not to education itself. The period of this study, between 1900 and the 1930s, marked a fascinating time in federal perceptions of Indian education through assimilation. This was the heyday of government off-reservation Indian boarding schools. By 1931, twenty nine percent of Indian children in school were in government boarding schools. This period is also described by Frederick Hoxie as the ‘second phase’ in the assimilation program in which the US Government aimed at incorporating Indigenous peoples into the American society, but not on equal terms as whites. Sex-segregated vocational education in off-reservation Indian boarding schools was an essential component of this assimilationist program that sought to shape Indigenous identity in a fashion that would be both useful and non-threatening to white American society. In this second phase of assimilation, prejudices against Indigenous lifeways came to define policy that did not seek to equalize Indigenous people, but rather firmly position them in subservient societal roles. By seeking out secondary and higher education, and professional education that offered paths to financial independence, female Chemawa students defined how they would pilot themselves and their people in the changing world. Part of this self-advocacy was challenging educational policy, which attempted to force them into narrowed fields of work. To some extent, Chemawa school leaders and BIA agents tried to respond to these demands on the part of female students by negotiating additional opportunities for some of the school’s most successful self-advocates. In the end, however, these local administrative efforts to accommodate female student demands and aspirations, proved limited in scope and duration. In keeping with policies at the federal level during the Depression, Chemawa, like other BIA schools reinforced a narrow definition of appropriate education for Indigenous female students even as a number of students themselves sought more “mainstream” opportunities. The stagnation of the Chemawa curricula during this period represented the Bureau of Indian Affairs’ resistance to the changing role Indigenous youth were advocating for in broader society. It also represented the entrenchment of a social efficiency educational paradigm that resisted the changing roles women were playing in the labor market. The way Indigenous girls perceived their role in the changing Industrial world flew in the face of a social efficiency educational paradigm which tried to relegate them to positions of un-paid or low-paid domestic labor. The educational self-empowerment of these Indigenous girls disrupted the perceived boundaries of control of Bureau of Indian Affairs boarding schools as well as threatened the intentions of the settler colonial paradigm, a paradigm which was designed to weaken Indigenous identities and disenfranchise Indigenous people.
Download or read book Desire Change written by Heather Davis and published by McGill-Queen's Press - MQUP. This book was released on 2017-06-26 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the resistance to the violence of gender-based oppression, vibrant – but often ignored – worlds have emerged, full of nuance, humour, and beauty. Correcting an absence of writing about contemporary feminist work by Canadian artists, Desire Change considers the resurgence of feminist art, thought, and practice in the past decade by examining artworks that respond to themes of diversity and desire. Essays by historians, artists, and curators present an overview of a range of artistic practices including performance, installation, video, textiles, and photography. Contributors address the desire for change through three central frames: how feminist art has significantly contributed to the complex understanding of gender as it intersects with sexuality and race; the necessary critique of patriarchy and institutions as they relate to colonization within the Canadian nation-state; and the ways in which contemporary critiques are formed and expressed. The resulting collection addresses art through an activist lens to examine intersectional feminism, decolonization, and feminist institution building in a Canadian context. Heavily illustrated with representative works, Desire Change raises both the stakes and the concerns of contemporary feminist art, with an understanding that feminism is always and necessarily plural. Contributors include Janice Anderson (Concordia University), Gina Badger (artist, writer, editor, Toronto), Noni Brynjolson (writer, San Diego), Amber Christensen (curator and writer, Toronto), Karin Cope (NSCAD), Lauren Fournier (artist, writer, and curator, York University), Amy Fung (curator and writer, Toronto), Kristina Huneault (Concordia University), Alice Ming Wai Jim (Concordia University), Tanya Lukin Linklater (artist, North Bay), Sheila Petty (University of Regina), Kathleen Ritter (curator and writer, Vancouver), Daniella Sanader (curator and writer, Toronto), Thérèse St. Gelais (UQAM), cheyanne turions (curator and writer, Toronto), Ellyn Walker (Queen’s University), Jayne Wark (NSCAD) and Jenny Western (curator and writer, Winnipeg).
Download or read book Disrupting Shameful Legacies written by Claudia Mitchell and published by BRILL. This book was released on 2018-08-14 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disrupting Shameful Legacies: Girls and Young Women Speaking Back through the Arts to Address Sexual Violence is based on methodologies that seek to disrupt colonial legacies, by privileging speaking up and speaking back through the arts and visual practice to challenge the situation of sexual violence.
Download or read book Prairie Rising written by Jaskiran K Dhillon and published by University of Toronto Press. This book was released on 2017-04-24 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2016, Canada’s newly elected federal government publically committed to reconciling the social and material deprivation of Indigenous communities across the country. Does this outward shift in the Canadian state’s approach to longstanding injustices facing Indigenous peoples reflect a “transformation with teeth,” or is it merely a reconstructed attempt at colonial Indigenous-settler relations? Prairie Rising provides a series of critical reflections about the changing face of settler colonialism in Canada through an ethnographic investigation of Indigenous-state relations in the city of Saskatoon. Jaskiran Dhillon uncovers how various groups including state agents, youth workers, and community organizations utilize participatory politics in order to intervene in the lives of Indigenous youth living under conditions of colonial occupation and marginality. In doing so, this accessibly written book sheds light on the changing forms of settler governance and the interlocking systems of education, child welfare, and criminal justice that sustain it. Dhillon’s nuanced and fine-grained analysis exposes how the push for inclusionary governance ultimately reinstates colonial settler authority and raises startling questions about the federal
Download or read book Leading and Managing Indigenous Education in the Postcolonial World written by Zane Ma Rhea and published by Routledge. This book was released on 2014-07-11 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people. It draws on a range of theorists across these fields internationally, mobilising social exchange and intelligent complex adaptive systems theories to address the key problematic of intergenerational, educational failure. Ma Rhea establishes the basis for an Indigenous rights approach to the state provision of education to Indigenous peoples that includes recognition of their distinctive economic, linguistic and cultural rights within complex, globalized, postcolonial education systems. The book problematizes the central concept of a partnership between Indigenous people and non-Indigenous school leaders, staff and government policy makers, even as it holds this key concept at its centre. The infantilising of Indigenous communities and Indigenous people can take priority over the education of their children in the modern state; this book offers an argument for a profound rethinking of the leadership and management of Indigenous education. Leading and Managing Indigenous Education in the Postcolonial World will be of value to researchers and postgraduate students focusing on Indigenous education, as well as teachers, education administrators and bureaucrats, sociologists of education, Indigenous education specialists, and those in international and comparative education.
Download or read book Women in Changing Society written by Rhyland Jones and published by Scientific e-Resources. This book was released on 2019-05-18 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the 1960s and 1970s century, the women's movements and women's studies have been beginning to rise throughout the world. In the past several decades, the status of women has been greatly improved. All the writings contain valuable insights highlighting the idea of feminism and trace the different forms it has taken in the countries under consideration. The book, specially has the concerns on: various aspects of feminism and queries of paradigm shift in women studies. The comprehensive coverage of the activities of women in numerous sectors and also hints at feminization of labour as well as household activities, conflict zones and environment in our society. A book to further reading in the light of the documents consulted and used in the chapters which may be a foundation for any serious researcher on women in the development process.
Download or read book Protecting the Promise written by Timothy San Pedro and published by Teachers College Press. This book was released on 2021 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Protecting the Promise is the first book in the Culturally Sustaining Pedagogies Series edited by Django Paris. It features a collection of short stories told in collaboration with five Native families that speak to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that occurs between mothers and their children. The author defines “resurgence” as the ongoing actions that recenter Indigenous realities and knowledges, while simultaneously denouncing and healing from the damaging effects of settler colonial systems. By illuminating the potential of such educational resurgence, the book counters deficit paradigms too often placed on Indigenous communities. It also demonstrates the need to include Indigenous Knowledges within the curriculum for both in-school and out-of-school settings. These engaging narratives reframe Indigenous parents as critical and compassionate educators, cultural brokers, and storytellers who are central partners in the education of their children. Book Features: A window into how and why Indigenous resurgence through (and sometimes in resistance to) education can happen.A narrative style of writing that builds accessible stories that are both relatable and connected to larger social issues.An interdisciplinary approach that has implications for pre- and in-service teachers and school administrators, as well as for the communities from which these stories originated.A teacher-friendly Afterword that offers lesson ideas for the classroom and companion questions to the short stories.
