Promotion of Japan's protectorate for Korea and Colonial Education Policy of Undergraduate Advisor しではら たいら(幣原坦)

2021 ◽  
Vol 46 ◽  
pp. 91-112
Author(s):  
Gye Hyung Lee ◽  
Keyword(s):  
Education Policy ◽  
Colonial Education

scholarly journals Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum

2018 ◽  
Vol 55 (1) ◽  
pp. 54-71 ◽  
Author(s):  
Lilly Brown
Keyword(s):  
High School Students ◽  
Young People ◽  
Education Policy ◽  
New South ◽  
Colonial Education ◽  
School Students ◽  
The Past ◽  
South Wales ◽  
Educational Disadvantage ◽  
Colonial Theory

In this article, I argue that settler colonial violence is manifest both in the experiences of Indigenous young people in their engagement with the education system, and in the fact that despite a decade of targeted efforts to close the gap in Indigenous educational ‘disadvantage’ – it still remains. Drawing on a small qualitative study undertaken with Indigenous high school students from across New South Wales, Australia, this research reveals that the dismissal of Indigenous knowledge, stories and perspectives within the classroom is reflective of the broader absence in education policy of a critical engagement with the past and how it impacts both the present and the future. Before concluding, I bring settler colonial theory in relation to sociologist Johan Galtung’s conceptualisation of violence to put forward a complex reading of Indigenous educational disadvantage as a product of colonial dispossession.

Policing young minds: Education and security policy in British Southeast Asia

2018 ◽  
Vol 4 (3) ◽  
pp. 273-288
Author(s):  
Jessica Trisko Darden
Keyword(s):  
Education Policy ◽  
Southeast Asia ◽  
Security Policy ◽  
Relative Size ◽  
Direct Methods ◽  
Colonial Education ◽  
Local Conditions ◽  
External Threats ◽  
British Colonial ◽  
British Colonial Education

What factors contributed to the centralization of colonial rule over time? I argue that internal and external threats to the control of territories and populations can lead to the adoption of centralized state institutions, but where institutions already exist centralization may take the form of incremental institutional adaptation rather than wholesale shifts to direct rule. British perceptions of the threat posed by China-driven mobilization amongst overseas Chinese (华侨, huaqiao) evolved over the course of five decades from an external one based on developments in mainland China to an internal threat to British colonial holdings. In response, British colonial education policy shifted from indirect administration of Chinese Schools to more direct methods of control as a way of mitigating this threat. Evidence from the colonies of Malaya, Sarawak, and Singapore demonstrates that the timing and success of changes in British colonial education policy were influenced by local conditions, including the relative size of local Chinese populations and the strength of organized opposition to British reforms. Both international and domestic security conditions interacted to shape British efforts to control Chinese minorities in colonial Southeast Asia.

African history and imperial culture in colonial Nigerian schools

Africa ◽  
1998 ◽  
Vol 68 (4) ◽  
pp. 484-505 ◽  
Author(s):  
P. S. Zachernuk
Keyword(s):  
Education Policy ◽  
Intellectual History ◽  
History Education ◽  
Colonial Education ◽  
African History ◽  
Colonial Administration ◽  
Historical Knowledge ◽  
African Students ◽  
Imperial Culture ◽  
Southern Nigeria

Evaluations of colonial education policy tend to treat it as a tool for applying imperial ideology, which—among other things—denied the Africans their past. This study of the debate about history education in southern Nigeria in the 1930s suggests the need to re-evaluate this assessment. While some imperial pronouncements did deny African history, colonial administration also required historical knowledge. Further, many colonial educators thought it proper to provide African students with a sense of their past appropriate to colonial subjects. A few went much further, to actively promote pride in African history. In this ambivalent context African schoolteachers and graduates got on with the task of describing their past, often using colonial educational media, constrained but not silenced by their colonial situation. Recognising the fertile ambivalence of this aspect of imperial culture opens new and more fruitful approaches to colonial intellectual history in general.

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