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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.

Excerpt from Education in Parts of the British Empire Of great importance, also, is the introduction of the following bills in the legislative assembly of the Province. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

This bulletin on education in parts of the British Empire is presented in seven sections. The first section (by Walter A. Montgomery) describes educational developments in the Dominion of Canada and contains the following: (1) General educational activities; (2) The language issue; (3) Agricultural instruction; (4) Vocational work for returned soldiers; (5) The Dominion Educational Association; (6) The Maritime Provinces--Legislation; (7) Nova Scotia; (8) Prince Edward Island; (9) Quebec--Two-fold organization of public-school system; public interest; need of rural teachers; (10) Ontario--Superannuation act; school-attendance bill; effects of the war; continuation schools; industrial, technical, and agricultural education; (11) Manitoba--Democratic methods; advisory board; consolidation; attendance; teachers; high schools; the university; (12) Saskatchewan--Centralization of administration; survey of 1917; school-attendance act; short-term schools; agricultural instruction; teachers; health promotion; (13) Alberta--Graded and ungraded schools; school-attendance act; and (14) British Columbia--Rural high schools; school districts. The second section (by Charles E. Asbury) provides information on Jamaica: (1) Organization of the system; (2) Government grants; (3) Teachers; (4) Administration; (5) Curricula; (6) Industrial and technical training; and (7) Secondary education. Section three (by Theresa Bach) presents details of educational developments in Australia and New Zealand: (1) General features; (2) New South Wales; (3) Victoria; (4) Queensland; (5) Western Australia; (6) South Australia; and (7) New Zealand. The fourth section (by Theresa Bach) covers the Union of South Africa: (1) General features; (2) Language problem; (3) Secondary education; (4) Agricultural education; (5) Colleges and universities; (6) Education of non-Europeans. Section five (by Walter A. Montgomery) gives details on educational development in India, and covers the following topics: (1) Administration of the schools; (2) Secondary education; (3) Colleges and universities; (4) Technical, industrial, and agricultural education; (5) Education of girls; (6) Mohammedans; (7) Europeans; and (8) Training of teachers. Section six, on Egypt, is based upon the notes of the Ministry of Education on educational organization and policy, and provides information on: (1) Budget; (2) Primary schools; (3) Secondary schools; and (4) Higher colleges. The final section (by Theresa Bach) presents information on the educational developments of Jews in Palestine, as follows: (1) General development; (2) Secondary education; (3) Agricultural training; and (4) Establishment of a university. (Contains 4 footnotes.) [Best copy available has been provided.].

This two-volume compendium brings together leading scholars from around the world who provide authoritative studies of the old and new epistemic motifs and theoretical strands that have characterized the interdisciplinary field of comparative and international education in the last 50 years. It analyses the shifting agendas of scholarly research, the different intellectual and ideological perspectives and the changing methodological approaches used to examine and interpret education and pedagogy across different political formations, societies and cultures.