Peer abuse and its contexts in industrial schools in Ireland

A national metasystem for education and fostering in TornedalenA national interacting metasystem of national education and fostering developed in the Finnish speaking region Tornedalen in northern Sweden from the late 19th century to the 1950s. It was not formally agreed as a deliberate education system, but was more of a tacit understanding of a common nationalistic goal within different educational institutions such as primary schools, the residential industrial schools [arbetsstugor], the folk high-schools and the different forms of explicit military education. The aim was to help the poor region economically, to spread the Swedish language and culture in the area, to break the isolation of the region through education and to integrate this geopolitically sensitive border region into the nation. The integrative phase of Swedish nationalism was a common denominator. Leading persons in the educational and fostering activities were many times the same persons. There was a consensus over party lines about the need of acculturation and assimilation of the Tornedalians. The school, the nation and the family was regarded as central concepts in the fostering of the minority into Swedish citizens. By regarding the educations in Tornealen as a metasystem of ideological influences you get an imagination of the ideological power single educations gets when interconnected as a system.

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HEALTH OF CHILDREN.-THE WHITECHAPEL INDUSTRIAL SCHOOLS.

The Lancet ◽

10.1016/s0140-6736(02)33032-0 ◽

1861 ◽

Vol 78 (1977) ◽

pp. 72-73

Author(s):

A.J.H. Banks

Keyword(s):

Industrial Schools

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Masculinity, Industrial Education and Fascism in Egypt

Social Sciences and Missions ◽

10.1163/18748945-bja10020 ◽

2021 ◽

Vol 34 (1-2) ◽

pp. 125-157

Author(s):

Annalaura Turiano

Keyword(s):

Technical Expertise ◽

Major Site ◽

Industrial Education ◽

Teaching Tools ◽

Industrial Schools ◽

Tools And Methods

Abstract Starting from the premise that school is a ‘major site of masculinity formation’ (Connell, 1996), this article studies the construction of boyhood in the industrial schools of the Salesian mission in Egypt between 1900 and 1939. Analysis of the teaching tools and methods, and of the processes of conformity used in these schools run by Italian missionaries, reveals that they became forums for confrontation and negotiation between different models of masculinity. This article uses the case study of the Salesian schools to shed new light on the interconnections between missionary programmes, fascist imperialism and schooling strategies of the pupils and their families. Ultimately, it seeks to demonstrate how missionary schools contributed to the gendered construction of technical expertise and industrial education in Egypt.

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The Reformatories and Industrial Schools

Uprooted ◽

10.2307/j.ctt9qgn09.16 ◽

2018 ◽

pp. 189-206

Keyword(s):

Industrial Schools

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Chapter 5. Creating Good Colonial Citizens: Industrial Schools and Reformatories in Victorian Jamaica

Victorian Jamaica ◽

10.1515/9780822374626-031 ◽

2020 ◽

pp. 190-208

Keyword(s):

Industrial Schools

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Civilizational Imperatives

Civilizational Imperatives ◽

10.7591/cornell/9781501750724.003.0004 ◽

2020 ◽

pp. 73-93

Author(s):

Oliver Charbonneau

Keyword(s):

Public Schools ◽

Ad Hoc ◽

The Public ◽

Industrial Schools ◽

Colonial Histories ◽

Public Instruction

This chapter refers to John Bates, who received directives from Manila to emphasize the benefits of new educational forms to Sultan Kiram in 1899. It details the assignment of select Americans to impart constant valuable information among the Tausūg in industrial and mechanical pursuits through the medium of schools. It also looks at Bates's studies on regional colonial histories during his time on Jolo, noting in his reports that the British in Malaya curbed piracy and slavery through the establishment of industrial schools. The chapter highlights the public schools in Mindanao-Sulu that operated in an ad hoc fashion between 1899 and 1903. It notes the character and resources of schools that varied greatly by community although they were technically run by the Department of Public Instruction in Manila, such as the small pandita schoolhouses in some areas.

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Aftercare

A History of Scottish Child Protection Law ◽

10.3366/edinburgh/9781474444170.003.0011 ◽

2020 ◽

pp. 299-311

Author(s):

Kenneth McK. Norrie

Keyword(s):

Young People ◽

Child Protection ◽

Local Authority ◽

Young Person ◽

Continuing Care ◽

Formal Care ◽

Children And Young People ◽

Care Leavers ◽

Industrial Schools ◽

And Training

Aftercare, the duties owed to young people after they leave formal care, has always been an inherent aspect of the child protection process in Scotland, perhaps more so indeed in the early days when the assumption was that child protection necessitated the permanent removal of the child from the parent’s care. Early aftercare obligations were primarily around assistance in finding employment for young people when they reached school-leaving age, though managers of reformatory and industrial schools also had obligations to supervise the young person who had left their care for three years or until their 21st birthday. Latterly, education and training grants were made available, as were other forms of financial assistance. Finally, the Children and Young People (Scotland) Act 2014 imposed on local authority the obligation of “continuing care” towards young people who had previously been “looked after” by the local authority, and on a range of public bodies to act as “corporate parents” to such care leavers.

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