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Felicity Jensz

. These conditions brought with them the need for commonality and standardisation which characterised the latter stages of missionary education, just as adaptation and individualisation had characterised the earlier stages. Through collaborating with governments, missionary schooling was secularised in terms of curricula as well as through the effects of inspections, both areas in which missionary groups

in Missionaries and modernity
Appropriation, dehumanisation and the rule of colonial difference
Samraghni Bonnerjee

the subjugated in order to unmask the will to power that lies at the very heart of modern rationality’. 17 Yet, even in my adaptation of this framework of the fragmentary in this chapter, I depart from its original focus on the colonised and the subjugated, to read the coloniser's ‘will to power’. Such an adaptation enables us to gain a comprehensive viewpoint of the coloniser-soldier's affirmation of power and agency across a wide range of contexts. 18 Accordingly

in Exiting war
Romain Fathi, Margaret Hutchison, Andrekos Varnava, and Michael J. K. Walsh

policy (with identified ends and means to achieve them) led British authorities to implement a form of ‘expedient’ imperialism. Asserting control over these areas meant expanding the British Empire, but diplomatic, political, social, cultural and economic constraints severely curtailed British ambitions in the region. Far from a return to a pre-war status quo, which in reality never quite existed, the 1918–20 moment proved to be not only a period of creation and adaptation but also one of expansion and contest for the British Empire. Despite the

in Exiting war
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spread, shared, contested and discussed. While it acknowledges and alludes to moments in which colonised peoples adapted and resisted forms of missionary education, this book does not consider in depth the adaptation of ideas by colonised peoples, partly as this would require a different methodology that relied upon micro analysis and case studies rather than the focus upon the history of ideas and

in Missionaries and modernity
The Edinburgh World Missionary Conference, 1910
Felicity Jensz

and that Indians would be brought into leadership roles in education, as well as in the Indigenous churches – once again rekindling the debates of the Anglo-Orientalists from the early nineteenth century. Debates surrounding the denationalisation of non-European Christians led to broader questions of cultural adaptation. There was a sense through many of the reports from Edinburgh that the cultural contexts in which

in Missionaries and modernity
Three centuries of Anglophone humanitarianism, empire and transnationalism
Trevor Burnard, Joy Damousi, and Alan Lester

Indigenous communities on certain of their own lands until such time as they had survived the first onslaught of settler colonialism and could begin the task of adaptation, ‘protection’ came to mean something quite different in mid-century Australia. It is a word that Curthoys, Nettelbeck and Ellinghaus all interrogate in their chapters on settler policies towards Aboriginal Australians as the intended recipients of civilisational ‘welfare’. 55

in Humanitarianism, empire and transnationalism, 1760–1995
Felicity Jensz

missionary schooling as adaptation and individualisation were in the earlier stages. What constituted a mission school in the various phases of mission? One fundamental question circulating in missionary circles was what exactly constituted a mission school. This question was of broader importance in questioning what a school was. In some places where missionaries worked there were

in Missionaries and modernity
Knowledge mobility and eighteenth-century military colonialism
Huw J. Davies

, & Charles 12th King of Sweden.’ 2 By the 1750s, a modest cadre of young officers viewed their service as a profession, and sought to improve through self-education and reading. 3 As such, knowledge generation, innovation and adaptation happened informally, rather than formally, and usually as a result of personal experience, interaction, correspondence or memoir writing. 4 British officers communicated with each other in a variety of ways, and thus information and knowledge was transmitted, more often than not, ‘horizontally’. Tony Ballantyne sees this phenomenon in

in Empire and mobility in the long nineteenth century
David E. Omissi

their targets were almost always at least partly visible. Aerial photographs give some indication of the material destructiveness of bombing. The opposition encountered, and the loss or damage it inflicted, were carefully recorded. The changing techniques of policing themselves reveal something about the extent and nature of indigenous adaptation. Once bombing had been carried out, political officers

in Air power and colonial control
Anna Bocking-Welch

, it was a very different world from that in which they had been conceived’. 20 Rather than offer a shallow survey of the adaptations that each of these different organisations underwent, this chapter provides a detailed case study of the experiences of the RCS and its members. In particular, it is important to identify the varied roles played by the 8000–11,000 UK members, its nine regional branches, and the central administrative committees based at its London headquarters. This chapter uncovers the dilemmas and conflicts that arose in the pursuit of the society

in British civic society at the end of empire