The Concept of British Education Policy in the Colonies 1850–1960

Whitehead, Clive

doi:10.1080/00220620701342296

Cited by 25 publications

(12 citation statements)

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“…Exploitation did not just take the form of extractive trade and commercial policies or institutions, but also of distorted education policies (Bush and Saltarelli 2000). The crucial role of settlers in limiting the extent of extraction and ensuring that institutions and policies similar to those of the home country were established in the colonies is documented by Crosby (1986), Denoon (1993), Acemoglu et al (2001), Llyod et al (2000), and Whitehead (2007). Curtin (1961); Gallagher (1961), andDiamond (1997) provide evidence of the impact that the disease environment had on settlement patterns and hence on the type of colonization (i.e.…”

Section: Some Historical Evidencementioning

confidence: 99%

The Geographical Dimension of the Development Effects of Natural Resources

Carmignani

Chowdhury

2012

Environ Resource Econ

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We study the contribution of natural resource intensity to long-term development along different dimensions: per-capita income, institutional quality, and education. We allow natural resources to affect these dimensions differently in different regions of the world. The evidence suggests that natural resources are generally a positive driver of development, but in Sub-Saharan Africa (SSA) their contribution is almost negligible, if not even negative. We explain these cross-regional differences with the fact that in SSA more than anywhere else large resource endowments are combined with a particularly bad disease environment. Some historical evidence and formal econometric results support this hypothesis.

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Section: Some Historical Evidencementioning

confidence: 99%

The Geographical Dimension of the Development Effects of Natural Resources

Carmignani

Chowdhury

2012

Environ Resource Econ

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“…From 1910, the government began to contribute directly to this endeavour by awarding grants to selected mission schools. The government was content to work through established mission stations (Whitehead 2007). Until 1918, however, the North Nyanza district marginally benefitted through the indirect grant awarded to the CMS School at Maseno; this grant was directed towards indenture service in the manual labour division of the education work of the missions.…”

Section: Discussionmentioning

confidence: 99%

Agentive role of government in African education: North Nyanza, 1890–1920

Omwami¹

2014

Journal of Educational Administration and History

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This paper examines the agentive role of the colonial administration in accessing formal education for Africans in North Nyanza, Kenya from 1890 to 1920. It demonstrates the complexities of the colonial experience in which the ultimate application of policy and practice was shaped by the overriding principle of protection of the economic and political interests of the immigrant settler community. Africans lacked institutional agency in government functioning in the racialised society in this period. The agentive role of the colonial administration in improving conditions for African populations faltered from its earliest conception. The colonial project ultimately fell short of its goal, as the governmental commitment to improving the education for African populations was compromised by the agenda to advance the commercial interest of the colonial empire and the dominant influence of the European settler class.

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“…Although the colonial authorities around the British world commonly supported religious organizations in their establishment and maintenance of schools with religious and moral instruction, 19 there was no uniformity in British colonial educational policy, 20 with many colonial governments allowing local conditions to dictate need and relying upon missionary bodies to provide the education that they themselves could not initially provide. 21 Throughout the British Empire by the end of the 19th century, colonial education had become more institutionalized, with government policy becoming more unified both within and between colonies.…”

Section: Missionary Organizations' Relationships With Colonial Governmentioning

confidence: 99%

Missionaries and Indigenous Education in the 19th‐Century British Empire. Part I: Church‐State Relations and Indigenous Actions and Reactions

Jensz

2012

History Compass

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Missionaries were major providers of education in the colonial world, and in many cases were the initial and exclusive agents of education for Indigenous and non‐European people, whom they hoped could be converted to Christianity through religious schooling. However, by the end of the 19th century many governments in colonial lands were keen to take more active roles in providing secular education for their subjects, which, in turn, engendered tensions between missionary groups, governments, and the Indigenous communities for whom education was provided. Although the article of missions has received increasing attention in the last few decades, especially with the advent of postcolonial studies, there are still many aspects of missionary schooling that are understudied. This research overview examines the debates and research directions which are evident in the article of missionaries and their education of Indigenous and non‐European peoples in the 19th century, and focuses particularly upon major themes emerging from the literature: Two of these themes—Church‐State relations and Indigenous action and reaction will be examined in this article, whilst the themes of race, class, and gender will be examined in the second part.

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The Concept of British Education Policy in the Colonies 1850–1960

Cited by 25 publications

References 0 publications

The Geographical Dimension of the Development Effects of Natural Resources

The Geographical Dimension of the Development Effects of Natural Resources

Agentive role of government in African education: North Nyanza, 1890–1920

Missionaries and Indigenous Education in the 19th‐Century British Empire. Part I: Church‐State Relations and Indigenous Actions and Reactions

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