Strife and Dissension: Missionary Education in New Zealand, 1840‐1853

Cumming, Alan

doi:10.1080/0030923850250204

Cited by 4 publications

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“…The rapid expansion of the nineteenth-century missionary movement has been discussed by Hogan (1990), Dries (1998), Murphy (2000), Porter (2004), and Humphries (2010). Though much scholarship focuses on missions and education in India and Africa, some historians of education have examined religious involvement in schooling in colonial America (Murphy 2000;Butler 2012;McGuinness 2013), and in Australia and New Zealand (Manion 1975;O'Donoghue 2001;Cumming 1985;Fitzgerald 2003;Morrison 2011).…”

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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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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“…The rapid expansion of the nineteenth-century missionary movement has been discussed by Hogan (1990), Dries (1998), Murphy (2000), Porter (2004), andHumphries (2010). Though much scholarship focuses on missions and education in India and Africa, some historians of education have examined religious involvement in schooling in colonial America (Murphy 2000;Butler 2012;McGuinness 2013), andin Australia andNew Zealand (Manion 1975;O'Donoghue 2001;Cumming 1985;Fitzgerald 2003;Morrison 2011).…”

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

confidence: 99%

Religion and Education: Framing and Mapping a Field

Berglund¹,

Lewin²,

Raftery³

2019

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This publication makes the case for 'religion and education' as a distinct, but crossdisciplinary, 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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“…Furthermore, this educational milieu possibly goes a long way in explaining the structure and content of the curriculum adopted in BIM schools, at least up until the influx of American teachers by 1920. Following trends in other Western societies New Zealand's later nineteenth and early twentieth century educational reforms had forged a “liberal education” for the colony's youngsters, that was wide ranging, more child centred and focused equally on the formation of character and the pragmatic needs of the colony (Cumming and Cumming, 1978; pp. 111‐137).…”

Section: The Bim and The Bolivian “Site” Of Missionary 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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Strife and Dissension: Missionary Education in New Zealand, 1840‐1853

Cited by 4 publications

References 0 publications

Religion and Education: Framing and Mapping a Field

Religion and Education: Framing and Mapping a Field

Religion and Education: Framing and Mapping a Field

Theorising missionary education: the Bolivian Indian Mission 1908‐1920

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