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This article explores the experiences of teachers who participated in the League of the Empire's "Interchange of Home and Dominion Teachers" scheme through a tripartite approach to "British World" space. First, it identifies the mechanisms through which exchanges were established. It analyses the patterns of teacher mobility and axes of movement evident in the exchange data from the 1932, predominantly female, teachers who were involved in exchanges between 1919 and 1931. Second, it examines participants' reflections on their experiences to recover their various conceptions and imaginings of the spaces they traversed. Third, it considers the local aspect of imperial exchange and demonstrates that specific colonial sites played a part in shaping participating teachers' mobility. Although the framework of multiple, overlapping British "worlds" is relatively new, this article demonstrates that it has immense value to historians of education in illuminating the complex British, and transnational, space in which educational networks operated.

This article gives an overview of (Christian) Theological Education (CTE) in Malawi. To place the discussion in its appropriate context, information about Malawi is given including the impact of Christianity on the country. The article then describes historical aspects of CTE and highlights some of its inherent shortcomings, before shifting to more recent developments and justifying why Malawi still needs CTE. Next, attention is given to the two main "routes" in CTE provision. Finally, "new" theologies that have emerged in CTE in Malawi are identified and described.

The prolific educational discussions of America's founding generation have led to extensive treatments surrounding the nature of early-national education in recent scholarship. Republican educational models Jefferson, Rush, and Webster have been scrutinized and praised as the forerunners to modern American higher education. Where these treatments are remiss, however, is in clearly identifying the fundamental shift in educational purpose between 1740 and 1780. Higher education classrooms were inundated with both Enlightenment and Evangelical literature, resulting in new arenas of student autonomy, thus radically departing from the traditional model of higher education carried over from England. An analysis of this transformation will highlight how the highly regarded republican educational ideas on education did not necessarily illustrate a thoroughly new model of higher education. Rather, it gave new definition to an already existing paradigm. (Contains 6 notes.)

Since its Foundation in 1901, the Rhodes Scholarships scheme has been held up as the archetype of a programme designed to foster imperial citizens. However, though impressive in scale, Cecil Rhodes's foundation was not the first to bring colonial students to Britain. Over the course of the previous half-century, governments, universities and individuals in the settler colonies had been establishing travelling scholarships for this purpose. In fact by the end of the nineteenth century the travelling scholarship had become an important part of settler universities' educational visions. It served as a crucial mechanism by which they sought to claim their citizenship of what they saw as the expansive British academic world. (Contains 77 footnotes.)

This article explores the politics of literacy in late colonial Sudan. Drawing upon hitherto untapped archival sources in English and Arabic, it focuses on two key questions: What were the purposes and uses of literacy in the eyes of colonial authorities? What means were used to spread literacy skills among Sudanese people? Positioning these issues in the context of British imperial policy in Africa, it is argued that mixed teams of British and Sudanese educationists came to view literacy as a central tool to foster social progress and political modernity. The analysis puts special emphasis on literacy campaigns and follow-up literature as experimental means used to promote and perpetuate Arabic literacy in Northern Sudan. Examining both "nationwide" and provincially based magazines, it highlights their multifaceted role as pedagogic materials, vehicles of political, cultural and ideological representations, social networks, as well as public platforms of expression for young Sudanese literates. (Contains 4 figures and 113 footnotes.)

Students gain a better understanding of war and economics when the variables come alive through stories, artifacts, and paintings. In this article, the author describes a short story about the fur trade which can generate lots of student questions about the fur economics, the Eastern Woodland Indians, trade artifacts, and war. The author also discusses how a beaver can start a war. (Contains 3 figures and 7 notes.)

This paper contributes to the special issue by offering a new framework in time periods that demonstrates the changing nature of the intellectual transfer to and from colonial India and to posit the imperatives that drove these changes. It shows that the nature of educational exchange in India was transformed in elemental ways during the colonial phase. And that this transformation ultimately produced an intellectual separation between East and West; a separation that pre-empted what was to happen on the broader canvas of Indian national politics in the early twentieth century. For studies such as this one the state remains paradigmatic. The colonial experience in India was highly nuanced as indigenous collaborators, settler societies and ex-patriots formed networks of exchange that fed into the empire at large. Understanding this complexity is essential groundwork for better analysing broader networks that transcended nation and empire, metropole and colony. Colonial rule valorised particular institutional forms of education, some imported from the "home" country, some from other domains, as part of the uneven process of empire-building. In reaction to this the nationalist struggle did not construct its own educational idiom, it adapted the one already shaped by experimentation and imposition mostly created by the Empire at Home/Empire Abroad relationship of the colonial era. (Contains 43 footnotes.)

This article presents a collection of work that grew out of an international symposium sponsored by the History of Education Society UK and held in Hamburg in 2007. The symposium aimed to contribute to understandings of different approaches to researching the extent to which education has contributed historically to social change in respect of "empires overseas" and "empires at home". This twin focus on "empires overseas" and "empires at home" also reflects more recent developments in historiography away from the uni-directional flows from "centre" to "periphery" that has framed much colonial and imperial history and studies of education and empire. This collection brings together many of the emerging developments in the international field. It represents historiographical debates within the history of education that engage with broader historical research and recent insights in the social sciences. Taken together the essays collected here suggest avenues for future work in the field by historians of education, at both the macro and the micro levels. The essays also demonstrate the potential for historical studies of education to engage actively with broader re-interpretations of the underlying assumptions of both imperial/colonial and nation-centred historiographies. (Contains 66 footnotes.)

The Seychelles, one of Britain's more remote Indian Ocean colonies, long suffered a totally inadequate system of schooling based mainly on the Roman Catholic mission. This article traces how education policy was challenged in the 1930s and changed in the 1940s. Emphasis is placed on the decisive role of the colonial governor in initiating and implementing a change in policy and the absence of any sense of overriding direction and control emanating from Whitehall. A combined list of notes and references is included.

It is common in the literature to refer to British colonial education policy as if it were "a settled course adopted and purposefully carried into action", but in reality it was never like that. Contrary to popular belief, the size and diversity of the empire meant that no one really ruled it in any direct sense. Clearly some kind of authority had to be exercised from London but as Arthur Mayhew said of education policy in the Colonial Empire in 1938: "No Secretary of State for the Colonies...[is] anxious to adopt too definite a policy. He will be content with a few assumptions and a statement of general principles. And he will not be surprised if these principles in their local application are adapted with the utmost elasticity to local conditions." In the absence of any strong direction from the centre, this paper examines the factors that shaped twentieth century education policy in the 47 crown colonies, protectorates and mandates under the aegis of the Colonial Office in Whitehall. They included the all-important attitudes of the governor and his senior administrative officers towards education; the status of the director of education; the influence of the Christian missions both in London and in the colonies; denominational rivalry; long-standing British educational traditions based on social class; the state of the local economy; the attitudes of the European settlers; the advice and status of the London-based Advisory Committee on Education in the Colonies; the influence of the Secretary of State for the Colonies on the government of the day; the attitudes of key senior Colonial Office officials towards education; indigenous pressure groups; special reports and recommendations; war; national rivalry; the so-called Cold War; post-war constitutional changes, and the pressure of world opinion as reflected in the League of Nations after 1918 and the United Nations after 1945. Clearly there was great diversity in the ways in which education was developed from one territory to another but only detailed case studies can generate the data for broader and more historically accurate hypotheses about the development of British colonial education as a whole. (Contains 34 notes.)

Focuses on the figure of "the Indian gentleman," a friend of Sara's late father, and who later becomes her surrogate one, to clarify what this most Orientalised Englishman embodies. Notes how examining the plot development from his perspective will make it possible to interpret the "happy" ending as the resolution of racial, cultural, and gender ambiguity as represented by him. (SG)

Demonstrates how the British Colonial Office employed public relations strategies as they administered the British colony of Northern Rhodesia before, during, and after World War II. Demonstrates how civil servants in London and colonial officials implemented public relations policies, strategies, and tactics on an ad hoc basis, covering political public relations as well as community development activities and "education for citizenship." (SR)

Argues that existing secondary education system in Bangladesh, designed during British colonial times, is ill suited to serve current labor-market demands. Discusses three economic distortions resulting from the misalignment of secondary education with the labor market: inappropriate curriculum, excess demand for secondary education, and increased economic inequalities. Proposes several changes. (Contains 15 references.) (PKP)

Discusses the practice of child migration, the dispatch of unaccompanied children from the United Kingdom to its colonies. This was an integral feature of British social policy for over 350 years. Specifically examines the conflicts between Australia and England during the last years of this effort. (MJP)

Outlines policy development in British colonial education; examines influences on post-war colonial education policy; looks at community education practice; examines how the work of adult educators was affected by the post-war world; and reflects on the lessons of the study. (JOW)

Discussing missionary education in colonial Africa, Pearce examines the ideas of Mary Kingsley, one of the major influences on British thinking towards Africa from the late 1890's. Focusing attention on her educational views, Pearce states that she had influence on all areas of British policy in Africa, and especially West Africa. (GEA)

A more objective assessment of British colonial education policy calls for a deeper appreciation of the nature and limitations of colonial government, the difficulties associated with interpreting the trusteeship principle, and the influence of local conditions in determining educational policy and practice. (Author)

In light of Marxist, Western diffusionist, and dependency theories of change in developing nations, the author explores the relationship between the colonial penetration of India through the introduction of English education in the early nineteenth century and the elimination of indigenous schools already well developed at that time. (Author/SJL)

This article focuses on the local defense threat posed by German commerce raiders and warships operating in or near the Caribbean between August 1914 and May 1915, when the War Office sanctioned recruitment in the Caribbean for what would eventually become the British West Indies Regiment. We argue that in addition to institutional racism and other factors, the War Office's decision to begin recruiting Black West Indians in May 1915 should be understood within a larger strategic context, and ongoing discussions between the War Office, the Colonial Office, and the Admiralty, about the German naval threat to the British West Indies and the safety of Britain's overseas possessions. [ABSTRACT FROM AUTHOR]

In the early 1960s, as the Federation of Malaysia was being established, Britain joined Southeast Asian allies in an undeclared war in Borneo against Indonesia. This struggle was waged most visibly on the borders of Malaysian Borneo, notably in the state of Sarawak, but the British military was ever mindful of the internal threat from a growing communist network. This aspect of the 1962-1966 "Confrontation" has largely gone unstudied; historiography has focused on the external conflict. While the military was not central to the campaign against internal subversion, its assessment of the problem is central to a real understanding of the campaign as a whole. [ABSTRACT FROM AUTHOR]

"Enigmas: Tay Seow Huah, my father, Singapore’s pioneer spy chief" by Simon Tay delves into the life of Tay Seow Huah, who led Singapore's intelligence services post-independence. The book, written by Seow Huah's son, provides a personal memoir and creative non-fiction account of his father's career and life. It sheds light on Singapore's early intelligence history but acknowledges limitations in available sources and unanswered questions about Seow Huah's appointment and departure from the intelligence service. [Extracted from the article]

AbstractIrish republican feminists across twentieth-century Ireland occupied an ambivalent position in the Global North. The Irish were complicit in imperialism in the non-West or Global South. However, they also operated against an evolving backdrop of colonialism, violence and resistance, spanning the all-Ireland anti-colonial campaign, partition, and postcolonial civil war, as well as the late twentieth-century civil rights movement and ensuing ‘Troubles’ (1969–1998) north of the disputed border. Irish women were, therefore, subject to various iterations of violent patriarchy informed by British imperialism, anti-colonialism, settler-colonialism or postcoloniality. Using the texts of a small number of prominent Irish republican feminists, including Helena Molony (1883–1967) and Hanna Sheehy Skeffington (1877–1946), as well as Bernadette Devlin (1947–) and Roisin Boyd (?–) later in the century, this article examines political women’s attempts to understand their positionality and, through this, formulate their identity. To do so, I am indebted to Global South feminist and ‘feminist of colour’ epistemologies, beginning with Chandra Mohanty’s understanding of relevant terminology as denoting ‘political and analytic sites and methodologies’ rather than geographical or spatial constructs. I hope to use this theorising in a way that does not perpetrate a recolonising of ‘women of colour’ knowledge. [ABSTRACT FROM AUTHOR]

There is much contemporary comment about the shift that has taken place in global affairs from rules to power. The contrast is applied here to a three-fold historical analysis of New Zealand's foreign policy: its relations with Britain, the United States and their allies -- a world of rules; its relations with rivals to Britain and the United States -- a world of power; and its relations with the world of the erstwhile European empires, the British Empire most prominent among them -- also a world of power. The on-going relevance of the analysis, including in respect of New Zealand's foreign policy towards its regional neighbourhood, is considered. [ABSTRACT FROM AUTHOR]

This article examines the exchange of objects between family members by studying the lists of items detailed in the Terry family letters, dated from 1842 to 1852 and sent between British empire locations. It argues that these objects were crucial to creating and maintaining family ties across the empire, primarily through their emotional value. Economic and social considerations, though present, cannot account for the full extent of the objects exchanged. They likewise do not explain the repeating lists of items, themselves bearing no little cost of postage. Yet both objects and lists reinforced routes of connectivity by emotional signalling, such as demonstrating parental care or assuaging guilt. Building on both anthropological and historical insight, this study shows how the act of sending the objects constituted the strongest signal, as it placed the effort to stay in touch centre stage. This effort was best displayed by sending excessive objects, objects with little social or economic benefit that nonetheless required ingenuity in sending. Concentrating on the Terry family case study highlights the significant role of objects in creating family across distance, while providing a paradigm for an analysis of similar material exchanges. [ABSTRACT FROM AUTHOR]

Wildfires in forests globally have become more frequent and intense because of changes in climate and human management. Shrub layer fuels allow fire to spread vertically to forest canopy, creating high-intensity fires. Our research provides a deep-time perspective on shrub fuel loads in fire-prone southeastern Australia. Comparing 2833 records for vegetation cover, past climate, biomass burning, and human population size across different phases of human occupation, we demonstrated that Indigenous population expansion and cultural fire use resulted in a 50% reduction in shrub cover, from approximately 30% from the early to mid-Holocene (12 to 6 thousand years ago) to 15% during the late to mid-Holocene (6 to 1 thousand years ago). Since the start of British colonization to the present, shrub cover has increased to the highest ever recorded (mean of 35% land cover), increasing the risk of high-intensity fires. [ABSTRACT FROM AUTHOR]

This essay focuses on the long history of archipelagic formations in the Bay of Bengal as sites of legal experimentation. This history is often narrated beginning with convict transportation and the permanent occupation of the Andaman Islands as a British penal settlement in 1857 and the violent erasure of indigenous cultures that followed it. This essay focuses instead on the hundred years preceding it where the English East India Company experimented with abandoning jurisdiction over the lesser-known islands off the Bengal and Burma coasts and people who lived on them, despite being in the position of a territorial sovereign. These experimentations were recorded most eloquently in legal and administrative records about crime - which included, for example, how assault and "river dacoity" on the deltaic islands of the Sunderbans in lower Bengal were to be dealt with and how men convicted of murder on the islands off the Tenasserim coast in southern Burma were to be prosecuted. In each case, prompted by tensions between the Company and the British Crown, policing and prosecution were abandoned, but this escaped public attention as it took place on the empire's maritime edges. Although jurisdictional claims were central to the expansionist aims of the British empire in the nineteenth century around the Indian Ocean, these instances offer an alternate account of sovereignty, one where assertions and abandonments were both critical to the making of empires. [ABSTRACT FROM AUTHOR]

The article reflects on the 75th issue of the South African Historical Journal, highlighting the evolution of the journal over time. It discusses changes in demographics, gender representation, and technical production, as well as the expansion of the journal's scope. The author also reflects on the contributions of past historians and the challenges faced in teaching history. The article emphasizes the importance of meticulous research and archival-based work in shaping historical narratives. [Extracted from the article]

This article explores the influence of New Public Management (NPM) reforms on local higher education (HE) governance in the context of globalisation, focussing on the funding mechanisms of universities in Hong Kong and Taiwan. Through the development of an analytical framework for governance strategies, the study examines the principles underlying funding allocation and distribution decisions in these regions. The findings show that, although both regions adopt performance-based funding aligned with NPM principles, significant differences emerge due to their distinct political cultures and societal expectations. Taiwan’s strategy is characterised by regulatory oversight driven by societal shifts and electoral pressures, while Hong Kong’s approach is market-oriented, reflecting its British colonial heritage and alignment with industry demands. This study highlights the role of path dependency in shaping localised adaptations of global governance models, demonstrating the diversity and adaptability of HE governance strategies. The paper concludes by proposing directions for further research into the interplay between political culture and HE governance, advocating for the development of context-sensitive frameworks that address evolving governance strategies. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between Britian’s abolition of slavery in its Caribbean colonies in 1838 and its instigation of the First Opium War with China in 1840. In so doing, it works against the occlusion of this relationship in the study of British imperialism despite the centrality of these events to the birth of global systems of free trade and free labour. It draws on the parliamentary debates and correspondence of British Foreign Secretary Lord Palmerston to analyze Britain’s negotiation of anti-slavery efforts with Haiti and its trade of Indian opium with China. It argues that these negotiations position British masculine civility against less-civilized foreign others in ways that legitimate the use of maritime force. This logic of imperial civility produces contradictory effects by demanding an end to the brutality of African enslavement while condoning the devastation of Asian opium addiction enacted in the name of free trade. [ABSTRACT FROM AUTHOR]

Various political movements in Russia followed the Anglo–Boer War of 1899–1902 (also known as the South African War). The reasons why the Russian Marxists, who later carried out the first socialist revolution in history, sympathised with the Boers and ignored the reactionary and exploitative nature of their regimes in the Transvaal and the Orange Free State remained unexplored. Russian Marxists were reluctant to join the mass pro-Boer effort. However, they participated in the pro-Boer campaign conducted by the Second International. Poorly informed about the oppression of Africans in the two republics, the social democrats regarded the Boers as freedom fighters whose experience deserved to be studied and applied to the confrontation with tsarist autocracy. Russian Marxists used information on Boer commando tactics and other aspects of the South African War for instruction, training, and dissemination of their ideas. They campaigned for an introduction of a militia in Russia and studied the methods and organisation of Boer military units. Although Russian Marxists had little in common with members of burgher commandos, lessons of the Boer resistance to British imperialism served the cause of a Russian revolution. [ABSTRACT FROM AUTHOR]

Current rates of habitat degradation and climate change are causing unprecedented declines in global biodiversity. Studies on vertebrates highlight how conservation genomics can be effective in identifying and managing threatened populations, but it is unclear how vertebrate‐derived metrics of genomic erosion translate to invertebrates, with their markedly different population sizes and life histories. The Black‐veined White butterfly (Aporia crataegi) was extirpated from Britain in the 1920s. Here, we sequenced historical DNA from 17 specimens collected between 1854 and 1924 to reconstruct demography and compare levels of genomic erosion between extirpated British and extant European mainland populations. We contrast these results using modern samples of the Common Blue butterfly (Polyommatus icarus); a species with relatively stable demographic trends in Great Britain. We provide evidence for bottlenecks in both these species around the period of post‐glacial colonization of the British Isles. Our results reveal different demographic histories and Ne for both species, consistent with their fates in Britain, likely driven by differences in life history, ecology and genome size. Despite a difference, by an order of magnitude, in historical effective population sizes (Ne), reduction in genome‐wide heterozygosity in A. crataegi was comparable to that in P. icarus. Symptomatic of A. crataegi's disappearance were marked increases in runs‐of‐homozygosity (RoH), potentially indicative of recent inbreeding, and accumulation of putatively mildly and weakly deleterious variants. Our results provide a rare glimpse of genomic erosion in a regionally extinct insect and support the potential use of genomic erosion metrics in identifying invertebrate populations or species in decline. [ABSTRACT FROM AUTHOR]

Stigmatization is a widespread social process that is sustained via the use of social, cultural, economic, and political power, and it has negative outcomes such as discrimination and exclusion. In India, transgender people have historically been called Hijra, Aravanis, and Kothis, and they have struggled since British colonialism against cisgender and heteronormative conventions that label them as outsiders despite their deep pre-colonial cultural origins. This research uses Bronfenbrenner’s socio-ecological model t explore the independence and vulnerability of 45 transgender women living in Sambalpur City, Western Odisha, India. Semi-structured interviews were used to gather information from the group through the snowball sampling method. The research findings show that transgender women in India confront multiple forms of prejudice and stigma that diminish their agency and leave them more susceptible to harm. By underscoring the significance of historical, social, and cultural aspects, the socio-ecological model provides a holistic lens through which to comprehend these difficulties. Despite progress in legal recognition, transgender women continue to face significant barriers, necessitating ongoing socio-cultural, legal, and political efforts to reduce stigma and discrimination and enhance the agency, social inclusion, and wellbeing of transgender women. [ABSTRACT FROM AUTHOR]

This article demonstrates how the Women’s International League (WIL) dealt with the changing ideas of nationhood, internationalism, imperialism, and freedom when supporting the cause of Irish independence. Their actions included seeking to protect Britain’s good name while simultaneously criticising that very same nation for its war in Ireland. The ‘small nations’ rhetoric that had emerged during the First World War was used by British feminists to divorce the atrocities of the British Crown force, the Black and Tans, from the wider colonial experience of oppression. Comparing the occupation of Ireland in 1919–1921 to that of Belgium during the First World War enabled British internationalist-feminists to support the sovereignty of Ireland’s nationhood, without necessarily having to engage with the colonial dimension or history of the conflict. This entirely changed the parameters within which British feminists could show solidarity with the Irish republicans while still maintaining positive views of British imperialism and the empire. [ABSTRACT FROM AUTHOR]

This article revisits the impact and legacy of the 1922 referendum and the subsequent granting of responsible government status to Southern Rhodesia in shaping the future economic trajectory of the self-governing colony. Governed through the chartered British South Africa Company (BSAC) from 1890, Southern Rhodesia developed as a typical colony dependent on the export of raw materials, the import of manufactured goods, external capital for economic development, and imperial control. The attainment of responsible government status three decades later gave Southern Rhodesia a unique opportunity to determine its economic affairs with minimum interference from the metropole. That autonomy was made possible by consolidated settler politics that manifested through organised civic organisations that coalesced around particular economic interests, leading to the emergence of interest groups of miners, farmers, commerce, and industrialists. These groups interacted, competed, and collaborated as they pursued their interests, and thus shaped the economic trajectory of Southern Rhodesia. This article demonstrates that unique self-governing colony status allowed Southern Rhodesia to flourish more than other colonies. It thus argues that the 1922 referendum that birthed responsible government laid the base for the diversification of the Rhodesian economy. [ABSTRACT FROM AUTHOR]

Through an exploration of how readings of Irish ethnic identity were produced, reproduced, and modified in Toronto between 1841 and 1926, this article contributes an urban-scale study to research on global Irishness. In the mid-nineteenth century, Toronto numbered among the most Irish of North American cities, and Catholics and Protestants of Irish birth and ancestry were touched by two nineteenth-century political projects that reached global levels of significance. The first concerned the attempted resurrection of the "Irish nation" through the return of a self-governing Dublin parliament by either constitutional or violent means. The second was the ongoing expansion of Britain's empire, a geo-political entity for which the Irish in Canada displayed varying degrees of affection through the century. For these projects, Toronto can be seen as both an Irish diasporic and British imperial location of importance. The study is informed by scholarship cautioning against the essentializing of any ethnic group as a transhistorical entity with consensual goals, and it considers the role of ethno-political entrepreneurs within the historical cycle of ethnic group-making. [ABSTRACT FROM AUTHOR]