Felicity Jensz – författare

Many missionary societies established mission schools in the nineteenth century in the British Empire as a means to convert non-Europeans to Christianity. Although the details, differed in various colonial contexts, the driving ideology behind mission schools was that Christian morality was highest form of civilisation needed for non-Europeans to be useful members of colonies under British rule. This comprehensive survey of multi-colonial sites over the long time span clearly describes the missionary paradox that to draw in pupils they needed to provide secular education, but that secular education was seen to lead both to a moral crisis and to anti-British sentiments.

Many missionary societies established mission schools in the nineteenth century in the British Empire as a means to convert non-Europeans to Christianity. Although the details, differed in various colonial contexts, the driving ideology behind mission schools was that Christian morality was highest form of civilisation needed for non-Europeans to be useful members of colonies under British rule. This comprehensive survey of multi-colonial sites over the long time span clearly describes the missionary paradox that to draw in pupils they needed to provide secular education, but that secular education was seen to lead both to a moral crisis and to anti-British sentiments.

This book brings together interdisciplinary scholars from history, theology, folklore, ethnology and meteorology to examine how David Cranz’s Historie von Grönland (1765) resonated in various disciplines, periods and countries.

This book brings together interdisciplinary scholars from history, theology, folklore, ethnology and meteorology to examine how David Cranz’s Historie von Grönland (1765) resonated in various disciplines, periods and countries.

In the nineteenth and twentieth centuries, thousands of pupils attended boarding schools in various places across the globe. Their experiences were vastly different, yet they all had in common that they were separated from their families and childhood friends for a period of time in order to sleep, eat, learn and move within the limited spatial sites of the boarding school. This book frames these ‘boarding schools’ as a global and transcultural phenomenon that is part of larger political and social developments of European imperialism, the Cold War, and independence movements. Drawing together case studies from colonial South Africa, colonial India, Dutch Indonesia, early twentieth-century Nigeria, Fascist Spain, Ghana, Nazi Germany, nineteenth-century Ireland, North America and the Soviet Union, this edited collection examines the ways in which boarding schools extracted pupils from their original social background in order to train, mold and shape them so that they could fit intothe perceived position in broader society. The book makes the broader argument that framing boarding schools as a global phenomenon is imperative for a deepened understanding of the global and transnational networks that linked people as well as ideas and practices of education and childhood in the nineteenth and twentieth centuries.

In the nineteenth and twentieth centuries, thousands of pupils attended boarding schools in various places across the globe. Their experiences were vastly different, yet they all had in common that they were separated from their families and childhood friends for a period of time in order to sleep, eat, learn and move within the limited spatial sites of the boarding school. This book frames these ‘boarding schools’ as a global and transcultural phenomenon that is part of larger political and social developments of European imperialism, the Cold War, and independence movements. Drawing together case studies from colonial South Africa, colonial India, Dutch Indonesia, early twentieth-century Nigeria, Fascist Spain, Ghana, Nazi Germany, nineteenth-century Ireland, North America and the Soviet Union, this edited collection examines the ways in which boarding schools extracted pupils from their original social background in order to train, mold and shape them so that they could fit intothe perceived position in broader society. The book makes the broader argument that framing boarding schools as a global phenomenon is imperative for a deepened understanding of the global and transnational networks that linked people as well as ideas and practices of education and childhood in the nineteenth and twentieth centuries.

Dieses Buch bringt interdisziplinäre Wissenschaftler aus den Bereichen Geschichte, Theologie, Volkskunde, Ethnologie und Meteorologie zusammen, um zu untersuchen, wie David Cranz' Historie von Grönland (1765) in verschiedenen Disziplinen, Epochen und Ländern Resonanz fand.

A global exploration of how Christians navigated the challenges of global conflict in the late nineteenth and early twentieth centuries. The role of religion in times of conflict and their aftermath has regained central importance in public discourse, particularly in Western countries. Following decades of research on religion and peace, public and academic attention has returned to war and violence in the history of religions generally, and Christianity in particular. This collection brings together scholars from theology, history, and area and cultural studies to examine the relationships between wars and Christian internationalism in the late nineteenth and early twentieth centuries. The contributions cover case studies from China, France, Germany, India, Japan, Korea, the Middle East, North America, Scandinavia, and Southern Africa. The temporal scope extends beyond the confines of World War I and includes conflicts between non-Western countries as well as colonial wars. Many chapters broaden the discussion to include non-Western perspectives and enhance our understanding of the young ecumenical movement’s role during and after major conflicts. Collectively, they demonstrate how in the wars of a century ago, Christians negotiated between internationalist and nationalist positions to manage and overcome wartime disruptions.