This volume presents the first comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The various contributions examine the issue right across the British imperial experience – with case studies ranging from Canada, Ireland, East and South Africa, through the Indian subcontinent to Australia and New Zealand. Racial indoctrination is considered from the perspective of both colonizer and colonized. The central theme throughout is that a racial hierarchy was taught through both curriculum and text in schools throughout the former British Empire.
Table of Contents
Introduction. 1. Images for Confident Control: Stereotypes in Imperial Discourse J A Mangan 2. The Imperial Indian: India in British History Textbooks for Schools 1890-1914 Kathryn Castle 3. The Black African in Southern Africa: Images in British School Geography Books T Lilly 4. The Irish and others in Irish Nineteenth-Century Textbooks John Coolahan 5. Race, Empire and the Maori in the New Zealand Primary School Curriculum 1880-1940 Colin McGeorge 6. Racial Stereotypes in the Australian Curriculum: the Case-Study of New South Wales Stewart Firth and Robert Darlington 7. Resistance to an Unremitting Process: Racism, Curriculum and Education in Western Canada Jo-ann Archibald 8. Racism, the school and African education in Colonial Kenya Anthula Natsoulas 9.The Creation of a Dependent Culture: the Imperial School Curriculum in Uganda P G Okoth 10. Rulers and Ruled: Racial Perceptions, Curriculum and Schooling in Colonial Malaya and Singapore Keith Watson 11. ‘English in taste, in opinions, in words and intellect’: indoctrinating the Indian through textbook, curriculum and education Suresh Chandra Ghosh. 12. Historical Discourses, racist mythology and education in twentieth-century South Africa. Peter Kallaway. Notes. Index.
‘This book not only celebrates an eminent Victorian, it also traces the slowly developing interest in educational theory and locates this exactly where it belongs – at the heart of the learning and teaching process.’ Peter Mortimore, Institute of Education, University of London.