Daniel Gerster is Senior Researcher at the Research Centre for Contemporary History (Forschungsstelle für Zeitgeschichte) in Hamburg, Germany. His principle areas of research are the history of gender, religion, and education in Germany and Europe in nineteenth and twentieth centuries. He is author of Friedensdialoge im Kalten Krieg. Eine Geschichte der Katholiken in der Bundesrepublik, 1957-1983 (2012) and co-editor of God's Own Gender? Masculinities in World Religions (2018). Felicity Jensz is a historian in the Cluster of Excellence (2060) Religion and Politics at the University of Münster, Germany. Her research focuses on British and German colonial history, gender, religion, and education in the long nineteenth century. Her most recent publications include Missionaries and Modernity (2022) and Legacies of David Cranz’s ‘Historie von Grönland’ (1765) (co-edited with Christina Petterson, Palgrave Macmillan, 2021).

“This volume … shows how the schools fit themselves into communities and the role they assumed in promoting European-centered education. Those who study missionaries, settler colonialism, and systems of education generally are among the many scholars who will gain insight from this work. Global Perspectives provides a window into how boarding schools have been a means of empire building, emphasizing the importance in studying these institutions and the many types of violence that existed within them.” (Teagan Dreyer, History of Education Quarterly, Vol. 63 (4), November, 2023)

• 1. Introduction: Global Perspectives on Boarding Schools, their Participants and Processes during the 19th and 20th Centuries.- Part I: Elites.- 2. Including Émigrés and Excluding Americans? The Philadelphia Female Seminary of Madame Marie Rivardi.- 3. Artisans and Aristocracy: Industrial Boarding Schools for Elite Africans in Mid-Nineteenth-Century South Africa.- 4. Nazi Elite Boarding-Schools and the Creation of a New Class System.- 5. Catholic Boarding Schools and the Re-Making of the Spanish Right, 1900-1939.- Part II: Marginalized.- 6. Prisoners of Education: Chiricahua Apache Schooling, Land, and Settler Colonial Inclusion.- 7. Recasting Poor Children: Basel Mission Boarding Schools in Colonial Malabar.- 8. “Soviet Boarding Schools and the Social Marginalization of the Urban Poor, 1958- 1991.- Part III: People and Networks.- 9. Spatiality, Semiotics and the Cultural Shaping of Children: The Boarding School Experience in Colonial India, 1790-2010r.- 10. Boarding Schools and the Circulation of US Imperial Power.- 11. Living on the Fringes: Boarding Secondary Schools and Non-Conformists in Colonial Nigeria, 1909-1960.- Part IV: Practices and Processes.- Chapter 12. Girls’ Bodies as a Site of Moral Reform: The Roman Catholic Boarding Schools on Flores in the Dutch East Indies, c.1880s-1940s.- Chapter 13. “Just a bit of fun”: Recreation, Ritual, and Masculinity in Irish Boys’ Boarding Schools, 1800-1880.- Chapter 14. Subverting Exclusionary Strategies at Boarding Schools for the Deaf in Germany: A Case Study of Deaf Spaces and Deaf Agency.- Chapter 15. Bullying in the Name of Care: A Social History of “Homoing” among Students in Ghanaian Boarding Schools.

Daniel Gerster is Senior Researcher at the Research Centre for Contemporary History (Forschungsstelle für Zeitgeschichte) in Hamburg, Germany. His principle areas of research are the history of gender, religion, and education in Germany and Europe in nineteenth and twentieth centuries. He is author of Friedensdialoge im Kalten Krieg. Eine Geschichte der Katholiken in der Bundesrepublik, 1957-1983 (2012) and co-editor of God's Own Gender? Masculinities in World Religions (2018). Felicity Jensz is a historian in the Cluster of Excellence (2060) Religion and Politics at the University of Münster, Germany. Her research focuses on British and German colonial history, gender, religion, and education in the long nineteenth century. Her most recent publications include Missionaries and Modernity (2022) and Legacies of David Cranz’s ‘Historie von Grönland’ (1765) (co-edited with Christina Petterson, Palgrave Macmillan, 2021).

“This volume … shows how the schools fit themselves into communities and the role they assumed in promoting European-centered education. Those who study missionaries, settler colonialism, and systems of education generally are among the many scholars who will gain insight from this work. Global Perspectives provides a window into how boarding schools have been a means of empire building, emphasizing the importance in studying these institutions and the many types of violence that existed within them.” (Teagan Dreyer, History of Education Quarterly, Vol. 63 (4), November, 2023)

• 1. Introduction: Global Perspectives on Boarding Schools, their Participants and Processes during the 19th and 20th Centuries.- Part I: Elites.- 2. Including Émigrés and Excluding Americans? The Philadelphia Female Seminary of Madame Marie Rivardi.- 3. Artisans and Aristocracy: Industrial Boarding Schools for Elite Africans in Mid-Nineteenth-Century South Africa.- 4. Nazi Elite Boarding-Schools and the Creation of a New Class System.- 5. Catholic Boarding Schools and the Re-Making of the Spanish Right, 1900-1939.- Part II: Marginalized.- 6. Prisoners of Education: Chiricahua Apache Schooling, Land, and Settler Colonial Inclusion.- 7. Recasting Poor Children: Basel Mission Boarding Schools in Colonial Malabar.- 8. “Soviet Boarding Schools and the Social Marginalization of the Urban Poor, 1958- 1991.- Part III: People and Networks.- 9. Spatiality, Semiotics and the Cultural Shaping of Children: The Boarding School Experience in Colonial India, 1790-2010r.- 10. Boarding Schools and the Circulation of US Imperial Power.- 11. Living on the Fringes: Boarding Secondary Schools and Non-Conformists in Colonial Nigeria, 1909-1960.- Part IV: Practices and Processes.- Chapter 12. Girls’ Bodies as a Site of Moral Reform: The Roman Catholic Boarding Schools on Flores in the Dutch East Indies, c.1880s-1940s.- Chapter 13. “Just a bit of fun”: Recreation, Ritual, and Masculinity in Irish Boys’ Boarding Schools, 1800-1880.- Chapter 14. Subverting Exclusionary Strategies at Boarding Schools for the Deaf in Germany: A Case Study of Deaf Spaces and Deaf Agency.- Chapter 15. Bullying in the Name of Care: A Social History of “Homoing” among Students in Ghanaian Boarding Schools.

Daniel Gerster is Senior Researcher at the Research Centre for Contemporary History (Forschungsstelle für Zeitgeschichte) in Hamburg, Germany. His principle areas of research are the history of gender, religion, and education in Germany and Europe in nineteenth and twentieth centuries. He is author of Friedensdialoge im Kalten Krieg. Eine Geschichte der Katholiken in der Bundesrepublik, 1957-1983 (2012) and co-editor of God's Own Gender? Masculinities in World Religions (2018). Felicity Jensz is a historian in the Cluster of Excellence (2060) Religion and Politics at the University of Münster, Germany. Her research focuses on British and German colonial history, gender, religion, and education in the long nineteenth century. Her most recent publications include Missionaries and Modernity (2022) and Legacies of David Cranz’s ‘Historie von Grönland’ (1765) (co-edited with Christina Petterson, Palgrave Macmillan, 2021).

“This volume … shows how the schools fit themselves into communities and the role they assumed in promoting European-centered education. Those who study missionaries, settler colonialism, and systems of education generally are among the many scholars who will gain insight from this work. Global Perspectives provides a window into how boarding schools have been a means of empire building, emphasizing the importance in studying these institutions and the many types of violence that existed within them.” (Teagan Dreyer, History of Education Quarterly, Vol. 63 (4), November, 2023)

• 1. Introduction: Global Perspectives on Boarding Schools, their Participants and Processes during the 19th and 20th Centuries.- Part I: Elites.- 2. Including Émigrés and Excluding Americans? The Philadelphia Female Seminary of Madame Marie Rivardi.- 3. Artisans and Aristocracy: Industrial Boarding Schools for Elite Africans in Mid-Nineteenth-Century South Africa.- 4. Nazi Elite Boarding-Schools and the Creation of a New Class System.- 5. Catholic Boarding Schools and the Re-Making of the Spanish Right, 1900-1939.- Part II: Marginalized.- 6. Prisoners of Education: Chiricahua Apache Schooling, Land, and Settler Colonial Inclusion.- 7. Recasting Poor Children: Basel Mission Boarding Schools in Colonial Malabar.- 8. “Soviet Boarding Schools and the Social Marginalization of the Urban Poor, 1958- 1991.- Part III: People and Networks.- 9. Spatiality, Semiotics and the Cultural Shaping of Children: The Boarding School Experience in Colonial India, 1790-2010r.- 10. Boarding Schools and the Circulation of US Imperial Power.- 11. Living on the Fringes: Boarding Secondary Schools and Non-Conformists in Colonial Nigeria, 1909-1960.- Part IV: Practices and Processes.- Chapter 12. Girls’ Bodies as a Site of Moral Reform: The Roman Catholic Boarding Schools on Flores in the Dutch East Indies, c.1880s-1940s.- Chapter 13. “Just a bit of fun”: Recreation, Ritual, and Masculinity in Irish Boys’ Boarding Schools, 1800-1880.- Chapter 14. Subverting Exclusionary Strategies at Boarding Schools for the Deaf in Germany: A Case Study of Deaf Spaces and Deaf Agency.- Chapter 15. Bullying in the Name of Care: A Social History of “Homoing” among Students in Ghanaian Boarding Schools.