“…Mass education came to South Africa later than these other settlement colonies (S.E. Duff, 2012). In the late 19th and into 20th century, settler colonial governments strengthened imperial ties with Britain through various teacher exchange programs which often offered women teachers, especially, opportunities to forge transnational networks (Pickles, 2005;Riedi, 2005;Whitehead, 2014Whitehead, , 2017Whitehead, , 2020.…”
Section: Mass Education From 1857 To the First World Warmentioning
This article explores recent scholarship on the history of education in the British Empire, with a particular focus on the imperial origins of mass education. Though universal and compulsory education only became a global phenomenon after World War II, the beginnings of mass education can be found in the colonial era. The article examines the rise of a missionary and humanitarian discourse in the early 19th century that powerfully advocated for expanded educational opportunities for working-class Britons and colonized subjects alike, the rise of mass education in Britain and the settlement colonies in the late 19th century that often-excluded nonwhite subjects, and the successive policies of adapted education and schemes for educational development that arose in the interwar period. The article stresses that indigenous peoples throughout the British Empire
“…Mass education came to South Africa later than these other settlement colonies (S.E. Duff, 2012). In the late 19th and into 20th century, settler colonial governments strengthened imperial ties with Britain through various teacher exchange programs which often offered women teachers, especially, opportunities to forge transnational networks (Pickles, 2005;Riedi, 2005;Whitehead, 2014Whitehead, , 2017Whitehead, , 2020.…”
Section: Mass Education From 1857 To the First World Warmentioning
This article explores recent scholarship on the history of education in the British Empire, with a particular focus on the imperial origins of mass education. Though universal and compulsory education only became a global phenomenon after World War II, the beginnings of mass education can be found in the colonial era. The article examines the rise of a missionary and humanitarian discourse in the early 19th century that powerfully advocated for expanded educational opportunities for working-class Britons and colonized subjects alike, the rise of mass education in Britain and the settlement colonies in the late 19th century that often-excluded nonwhite subjects, and the successive policies of adapted education and schemes for educational development that arose in the interwar period. The article stresses that indigenous peoples throughout the British Empire
“…The expectation was that girls were not being prepared for one of the professions, but for a life as a wife and mother. 6 Boers on the frontier were accostomed to arming themselves and forming small combat units that would either retreave stolen cattle exacting retribution or themselves maraud the neighbouring kraals, these armed units were semi-formal institutions with recognised commanders and the local Boer population was obliged to serve in one In this context, subjects such as domestic economy and sewing were thought to be more essential (Duff 2011).…”
Section: Settler Life and The Demand For Childrenmentioning
Using South African Families (SAF), a new database of settler genealogies, we provide for the first time, a description of female marital fertility in South Africa from 1700 to 1909. We find high and stable levels of fertility up to the mid-nineteenth century, typical of a pre-transition population, after which fertility declines. The usual correlates of a decline in fertility, namely, later starting and earlier stopping of childbearing, together with increased spacing between births, can be seen from the second half of the nineteenth century. The South African fertility transition mirrors to a large extent the pattern found in other settler communities, as well as the European experience despite the somewhat different economic and social circumstances of the country, in particular relative to Europe.
“…Those who did receive a formal education would probably have come from the urban middle class. The situation is explained by Duff (:267): The Cape's system of education did not cater to the needs or lifestyle of a rural population, which was poor, widely scattered, frequently nomadic, and occasionally suspicious of the motives of the colonial government. This education system was designed to suit a relatively affluent population which was settled for long periods of time, in or near urban centres.…”
Section: Analysis Of Intergenerational Mobilitymentioning
confidence: 99%
“…Members of the lowest classes of society rarely had access to this type of formal education and barely literate parents were unlikely to send their children to school (Duff, :266). This is even more likely to have been the case in the two Boer Republics, which had more rural populations.…”
Section: Analysis Of Intergenerational Mobilitymentioning
In the absence of historical income or education data, the change in occupations over time can be used as a measure of mobility. This paper investigates intergenerational occupational mobility using a novel genealogical dataset for settler South Africa, spanning its transition from an agricultural to an early industrialised society . We identify fathers and sons for whom we have complete information on occupational attainment. We follow a two-generation discrete approach to measure changes in both absolute and relative mobility over time. Consistent with qualitative evidence of a shift away from agriculture as the economy's dominant sector, we see the farming class shrinking and the skilled and professional classes growing. Controlling for changes in the structure of the labour market over time, we find increasing mobility, becoming significant after the discovery of minerals in 1868. We find this mobility particularly for semiskilled workers but virtually no improved mobility for sons of farmers. We also test hypotheses related to the mobility prospects for first-born sons and sons of immigrants. JEL Classification: J60; J61; J62; N30; N37
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