TY - BOOK ID - 79486397 TI - Education and Empire AU - Swartz, Rebecca AU - SpringerLink (Online service) PY - 2019 SN - 9783319959092 3319959093 3319959085 PB - Cham Springer International Publishing :Imprint: Palgrave Macmillan DB - UniCat KW - International relations. Foreign policy KW - History of education and educational sciences KW - World history KW - History KW - imperialisme KW - wereldgeschiedenis KW - geschiedenis KW - onderwijs KW - sociale geschiedenis KW - kolonialisme KW - Indigenous children KW - Education KW - Imperialism. KW - World history. KW - Social history. KW - Descriptive sociology KW - Social conditions KW - Social history KW - Sociology KW - Universal history KW - Colonialism KW - Empires KW - Expansion (United States politics) KW - Neocolonialism KW - Political science KW - Anti-imperialist movements KW - Caesarism KW - Chauvinism and jingoism KW - Militarism KW - Aboriginal children KW - Native children KW - Children KW - Great Britain KW - British Empire KW - Colonies. KW - Imperialism and Colonialism. KW - World History, Global and Transnational History. KW - History of Education. KW - Social History. KW - Teaching KW - History. UR - https://www.unicat.be/uniCat?func=search&query=sysid:79486397 AB - 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. ER -