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Felicity Jensz

teachers and the content of the curriculum. Starting with CMS in Sri Lanka, the chapter will explore the establishment of schools within the heterogeneous cultural, social and religious landscape of Sri Lanka and examine some autobiographical writings of converts in Ceylon to explore what role Christian schooling played in influencing their life choices. Sri Lanka is a complex site where religious

in Missionaries and modernity
The Negro Education Grant and Nonconforming missionary societies in the 1830s
Felicity Jensz

languages, literature, grammar, history and geography, and occasionally arithmetic and science. 66 In this sense, ‘liberal education’ was mostly confined to universities, reflecting educational thought of the times which believed in stratified education for the various classes of society. However, ‘liberal’ did not refer only to the content of education; it was also understood to refer to choice in the

in Missionaries and modernity
Between liberal philhellenism and imperialism
Andrekos Varnava

Then, on 25 March 1920, the debate in the Commons on foreign affairs was sidetracked by Conservative MP Neville Jodrell, who referred to the ‘propaganda on foot for some time’ for enosis , which he criticised O’Connor of supporting. Jodrell argued that ‘it does not follow because a man speaks Greek he therefore is a Greek in the sense of being a Hellenic Greek. The population of the Island of Cyprus are Cypriotes of a different race’. He was not wrong about that, but peddled the unsubstantiated line that ‘the bulk of the population are perfectly content, whether

in Exiting war
Human rights and humanitarianism in the 1980s
Roland Burke

simplicity of focus. Considerable thought was devoted to parsing what, precisely, constituted the parietals of the barest humanity in a legal sense, but the normative intricacy and precarity inherent in other human rights instruments were less debilitating. 25 Similarly, the minimalist content of the protections assisted agreement on mechanisms for implementation and enforcement: legalistic defences and canards were less

in Humanitarianism, empire and transnationalism, 1760–1995
Abstract only

difficult. 41 However, as British Imperial and colonial governments took much more active roles over the century in schooling their subjects, missionaries were forced to reconsider how the religious content of schooling could still be delivered and how they could maintain their moral authority in light of governmental conditions applied to educational work in return for providing funding and implementing

in Missionaries and modernity
Nursing leaders of the League of Red Cross Societies between the wars
Melanie Oppenheimer

the students spoke English, some students needed help with additional English classes. 39 The course provided the content that would support what the League hoped to do in its position as a federated agency representing the Red Cross national societies to assist in facilitating a public health agenda. Such an international postgraduate nursing course had never been attempted before and this inaugural year was highly

in Humanitarianism, empire and transnationalism, 1760–1995
The Edinburgh World Missionary Conference, 1910
Felicity Jensz

education networks would draw closer to each other in their similar trajectories to professionalise, internationalise and standardise educational outcomes. 24 Sue Krige has documented this change in the context of South Africa, arguing that at the beginning of the twentieth century as the content and control of schools became secularised, missionaries portrayed themselves as being expert advisers to the

in Missionaries and modernity
Felicity Jensz

social structures rather than a philanthropist wishing to affect individual moral development. With such radical reform ideas in mind, Rammohan Roy had initially encouraged upper-caste Bengalis to educate their daughters in missionary schools; however, there was a backlash amongst the group as the content of the schooling was deemed too full of Christian religion. 156 At his death in 1833 in London, the

in Missionaries and modernity
Peter Yeandle

teaching of content which would boost pride in empire, there was no immediately discernible shift to syllabi – especially for younger children. Second, it considers the challenge of internationalism which meant, if anything, that by the mid-1920s, the demand to teach imperial values as well as content became even more explicit. Third, however, it examines arguments for the

in Citizenship, Nation, Empire
Abstract only
Psychosis and transgression
Will Jackson

fails to address the relationship between delusional content and social context. As the case files of the Europeans at Mathari show, prevailing ideas about Africa as a place of madness and degeneration had effect. Delusional content, it appears, was characterised not by difference from but by resemblance to dominant discursive tropes. Taking the content of delusions seriously forces us to take discourse

in Madness and marginality