Missionaries and Modernity: Education in the British Empire 1830-1910
Christian missionaries were some of the most prolific providers of schooling in the British Empire. At the start of the nineteenth century, many Anglican and Protestant missionary societies were able to establish schools mostly unhindered by colonial regulations. By the end of the nineteenth century...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| WorldCat: | WorldCat |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Univ.
2022
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| In: |
Nidān
Year: 2022, Volume: 7, Issue: 2, Pages: 118-120 |
| Online Access: |
Volltext (kostenfrei) |
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| 520 | |a Christian missionaries were some of the most prolific providers of schooling in the British Empire. At the start of the nineteenth century, many Anglican and Protestant missionary societies were able to establish schools mostly unhindered by colonial regulations. By the end of the nineteenth century, government regulations, examinations, inspections, teaching qualifications and standards were the norm in many mission schools that sought government support and funding. The increased intervention of colonial governments into mission schools led to many missionary personnel being concerned about the secularization of mission schools, and the expected harm that such secular education would ‘unleash’ amongst non-Europeans. As mission schools grew in size and number, missionary societies expanded their work and were often reliant upon government funding to help support their schools. However, with government support came increased demands on what needed to be taught, leading missionary societies in some cases to jettison religion from their core curricula. This led to the paradox of secular mission schools. I examine this paradox in my book, which reflects what this meant for relationships between different parties that had vested interests in schooling, including local teachers, local pupils, colonial governments, and missionary societies. | ||
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