Education as and for Legitimacy: Developments in West Indian Education Between 1846 and 1895Wilfrid Laurier Univ. Press, 1994 - 339 من الصفحات This study of the development of education in the British West Indian colonies during the last half of the nineteenth century examines the educational policies and curriculum used in schools following the abolition of slavery. During this period the nature and development of the educational system in the region was profoundly affected by the decline of the sugar industry, the emergence of black and coloured middle classes and the threat they posed to the ruling white elite, and the institutionalization of cultural divisions between the black and white populations. Bacchus argues that after 1846 the elite white plantocracy used the educational system to maintain domination following the end of slavery. This is the first book to present an overall picture of educational developments in the British West Indies in this period and pays special attention to the historical context in which they occurred. In Education as and for Legitimacy, the author continues the study of West Indian education he began with his previous book, Utilization, Misuse, and Development of Human Resources in the Early West Indian Colonies. |
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... received by the government of the Bahamas were reduced by two - thirds between 1864 and 1872. After the American Civil War , St. Vincent and Tobago also faced a deep financial crisis . Jamaica , too , was confronted with financial ...
... received craft training set themselves up as skilled artisans , earning a larger income than workers on the sugar estates . The women were employed as domestics or did sewing , made handicrafts , or sometimes even became petty shop ...
... receiving poor instruction . He reiterated the need for greater social cohesion among the population , pointing out that although “ liberty has been given to a heterogeneous mass " and " a race has been freed , a society has not [ yet ] ...
... received the support of the Combined Court . However , this measure was strongly opposed by the various denominational bodies and was eventually overturned by the Colonial Office . Therefore , church control of schools continued , and ...
... for the denominational schools . Incidentally , two infant schools received a grant of £ 1,000 in 1851 from the Society of Friends , which occasionally gave limited financial assistance to schools in the 38 Education as and for Legitimacy.
المحتوى
1 | |
21 | |
49 | |
CHAPTER 3 FACTORS INFLUENCING SCHOOL ENROLLMENT AND ATTENDANCE | 80 |
CHAPTER 4 THE DOMINANCE OF RELIGIOUS EDUCATION IN THE CURRICULUM OF THE PRIMARY SCHOOLS | 103 |
CHAPTER 5 THE ROLE OF INDUSTRIAL EDUCATION IN THE CURRICULUM OF THE PRIMARY SCHOOLS | 121 |
CHAPTER 6 OTHER DEVELOPMENTS IN PRIMARY EDUCATION | 148 |
THEIR SUPPLY AND STATUS | 173 |
SUMMARY AND CONCLUSIONS | 203 |
CHAPTER 9 SECONDARY AND POSTSECONDARY EDUCATION 184595 | 218 |
CHAPTER 10 SECONDARY SCHOOL CURRICULUM | 252 |
CHAPTER 11 SECONDARY EDUCATION AND UPWARD SOCIAL MOBILITY | 275 |
CHAPTER 12 ANALYSIS AND INTERPRETATION | 298 |
BIBLIOGRAPHY | 324 |
INDEX | 334 |