Missionaries as Pedagogues: a Reconsideration of the Significance of Education for Slaves and Apprentices in the British West Indies,1800–1838†

Rooke, Patricia T.

doi:10.1080/0046760800090106

Cited by 9 publications

(5 citation statements)

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“…While the missionaries were not seeking in any way to undermine the established social order, indeed they used their religious teaching to extol the virtues of obedience and thrift etc., the slaves and their children were 'not merely passive recipients of white middle class values, they reacted and modified such values in a sociological dynamic which in many ways helped create their own history'. 24 Rooke notes that eventually even the missionaries came to see the educated catechists as rivals for their own jobs. 25…”

Section: The Missionaries and The Evangelical Curriculummentioning

confidence: 98%

Imperialism, Social Control and the Colonial Curriculum in Africa

Ball

1983

Journal of Curriculum Studies

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Section: The Missionaries and The Evangelical Curriculummentioning

confidence: 98%

Imperialism, Social Control and the Colonial Curriculum in Africa

Ball

1983

Journal of Curriculum Studies

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“…For example, Pearce (1988), Garvey (1994), Mwiria (1991), Kallaway (2009), Carmody (1999;, Leach (2008) and Allen (2008) have examined African contexts. Other historians have examined mission activity in South Asia, Southeast Asia, Oceania, North America, and the Caribbean (Chiu 2998;Rooke 1980;Bartle 1994;Walsh 1995;Coleman 1996, Prochner et al 2009Lee 2016), and the impact of Western education and missionaries in the Middle East (Tejirian and Simon 2002; Ment 2011). There is, however, room for much more comparative work, such as that of Michael Coleman (1996), who has done substantial work on Anglican mission schools for Native American children.…”

Section: God's Empire: the Mission Imperative In The History Of Educamentioning

confidence: 99%

Religion and Education: Framing and Mapping a Field

2019

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This publication makes the case for ‘religion and education’ as a distinct, but cross-disciplinary, field of inquiry. To begin with, consideration is given to the changing dynamic between ‘religion and education’ historically, and the differing understandings of religious education within it. Next, ‘religion and education’ is examined from methodologically specific perspectives, namely the philosophical, historical and sociological. The authors outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to these methodological standpoints. Overall, this publication is concerned with demonstrating the scope of the field, and the importance of having a range of disciplinary, and interdisciplinary, perspectives informing it.

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“…Hudspith's observation that education was a preparatory means to a greater end for the BIM is an oft‐repeated refrain in the historiography of missions and education; especially, but not exclusively, for the nineteenth century (Rooke, 1978, 1980; Kooiman, 1996; Austin, 2005). Jessica Lutz typically observes that:…”

Section: Theorising Missions and Educationmentioning

confidence: 99%

Theorising missionary education: the Bolivian Indian Mission 1908‐1920

Morrison

2013

History of Education Review

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PurposeEducation was an enduring feature of the modern Protestant missionary movement. Historiographically, however, scholarship on the subject is often fragmented geographically and focused on the micro contexts in which missionary education occurred. The purpose of this paper is to explore the nuances of the missions‐education relationship, using a particular case study, in order to indicate alternative ways of conceptualising that relationship. It focuses on a small New Zealand evangelical mission working in Bolivia from 1908 and utilises the concept of “sites” to indicate the complexities that need to be considered in any particular study of missions and education.Design/methodology/approachEducational activities and explanatory factors pertaining to the Bolivian site of missionary education are re‐constructed from missionary archives. Different voices, agendas and readings are acknowledged in this re‐construction. In this way the article moves from a plain narrative about the mission and its educational activities to a more conceptual attempt to explain the application of education in the Bolivian context. The archives are read in the light of both historiography and theory.FindingsThe article indicates that a simple or monochrome reading of the missions‐education relationship is deficient. It grapples with the reasons why an explicitly evangelistic mission invested considerable energy and resources in education. Using the concept of “sites” it argues that this emphasis on education can be explained by a set of complex and overlapping factors reflecting historical timing, evangelical culture or mentalité, missionary geographical origins and local socio‐political context. While this will not explain all “sites” of missionary education, the approach is a model of how to construct a complex reading that enables us to discern multiple voices and motivations.Originality/valueThis article addresses a lacuna of conceptual scholarship on missionary education. Furthermore it attempts to shift the focus onto four relatively neglected aspects in missions‐education scholarship: missionary projects from colonial contexts, the South American context, the early twentieth century, and conservative evangelicalism.

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Missionaries as Pedagogues: a Reconsideration of the Significance of Education for Slaves and Apprentices in the British West Indies,1800–1838†

Cited by 9 publications

References 0 publications

Imperialism, Social Control and the Colonial Curriculum in Africa

Imperialism, Social Control and the Colonial Curriculum in Africa

Religion and Education: Framing and Mapping a Field

Theorising missionary education: the Bolivian Indian Mission 1908‐1920

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