Kevin Blackburn – författare

Decolonizing the History Curriculum in Malaysia and Singapore is a unique study in the history of education because it examines decolonization in terms of how it changed the subject of history in the school curriculum of two colonized countries – Malaysia and Singapore. Blackburn and Wu’s book analyzes the transition of the subject of history from colonial education to postcolonial education, from the history syllabus upholding the colonial order to the period after independence when the history syllabus became a tool for nation-building. Malaysia and Singapore are excellent case studies of this process because they once shared a common imperial curriculum in the English language schools that was gradually ‘decolonized’ to form the basis of the early history syllabuses of the new nation-states (they were briefly one nation-state in the early to mid-1960s). The colonial English language history syllabus was ‘decolonized’ into a national curriculum that was translated for the Chinese, Malay, and Tamil schools of Malaysia and Singapore. By analyzing the causes and consequences of the dramatic changes made to the teaching of history in the schools of Malaya and Singapore as Britain ended her empire in Southeast Asia, Blackburn and Wu offer fascinating insights into educational reform, the effects of decolonization on curricula, and the history of Malaysian and Singaporean education.

Decolonizing the History Curriculum in Malaysia and Singapore is a unique study in the history of education because it examines decolonization in terms of how it changed the subject of history in the school curriculum of two colonized countries – Malaysia and Singapore. Blackburn and Wu’s book analyzes the transition of the subject of history from colonial education to postcolonial education, from the history syllabus upholding the colonial order to the period after independence when the history syllabus became a tool for nation-building. Malaysia and Singapore are excellent case studies of this process because they once shared a common imperial curriculum in the English language schools that was gradually ‘decolonized’ to form the basis of the early history syllabuses of the new nation-states (they were briefly one nation-state in the early to mid-1960s). The colonial English language history syllabus was ‘decolonized’ into a national curriculum that was translated for the Chinese, Malay, and Tamil schools of Malaysia and Singapore. By analyzing the causes and consequences of the dramatic changes made to the teaching of history in the schools of Malaya and Singapore as Britain ended her empire in Southeast Asia, Blackburn and Wu offer fascinating insights into educational reform, the effects of decolonization on curricula, and the history of Malaysian and Singaporean education.

Experiences of captivity in Japanese-occupied Asia varied enormously. Some prisoners of war (POWs) were sent to work in Japan, others to toil on the ‘Death Railway’ between Burma and Thailand. Some camps had death rates below 1 per cent, others of over 20 per cent. While POWs were deployed far and wide as a captive labour force, civilian internees were generally detained locally.

This book explores differences in how captivity was experienced between 1941 and 1945, and has been remembered since: differences due to geography and logistics, to policies and personalities, and marked by nationality, age, class, gender and combatant status. Part One has at least one chapter for each ‘National Memory’, Australian, British, Canadian, Dutch, Indian and American. Part Two moves on to forgotten captivities. It covers women, children, camp guards, internee experiences upon the end of the war, and local heroines who fought back.

By juxtaposing such a wide variety of captivity experiences – differentiated both by category of captive and by approach - this book transcends place, to become a collection about captivity as a category. It will interest scholars working on the Asia-Pacific War, on captivities in general, and on the individual histories of the countries and groups covered.

Experiences of captivity in Japanese-occupied Asia varied enormously. Some prisoners of war (POWs) were sent to work in Japan, others to toil on the ‘Death Railway’ between Burma and Thailand. Some camps had death rates below 1 per cent, others of over 20 per cent. While POWs were deployed far and wide as a captive labour force, civilian internees were generally detained locally.

This book explores differences in how captivity was experienced between 1941 and 1945, and has been remembered since: differences due to geography and logistics, to policies and personalities, and marked by nationality, age, class, gender and combatant status. Part One has at least one chapter for each ‘National Memory’, Australian, British, Canadian, Dutch, Indian and American. Part Two moves on to forgotten captivities. It covers women, children, camp guards, internee experiences upon the end of the war, and local heroines who fought back.

By juxtaposing such a wide variety of captivity experiences – differentiated both by category of captive and by approach - this book transcends place, to become a collection about captivity as a category. It will interest scholars working on the Asia-Pacific War, on captivities in general, and on the individual histories of the countries and groups covered.

Commemoration of war is done through sport on Anzac Day to remember Australia''s war dead. War, Sport and the Anzac Tradition traces the creation of this sporting tradition at Gallipoli in 1915, and how it has evolved from late Victorian and Edwardian ideas of masculinity extolling prowess on the sports field as fostering prowess on the battlefield.

Singapore under the ruling People’s Action Party government has been categorized as a developmental state which has utilized education as an instrument of its economic policies and nation-building agenda. However, contrary to accepted assumptions, the use of education by the state to promote economic growth did not begin with the coming to power of the People’s Action Party in 1959. In Singapore, the colonial state had been using education to meet the demands of its colonial economy well before the rise of the post-independence developmental state. Education, Industrialization and the End of Empire in Singapore examines how the state’s use of education as an instrument of economic policy had its origins in the colonial economy and intensified during the process of decolonization. By covering this process the history of vocational and technical education and its relationship with the economy is traced from the colonial era through to decolonization and into the early postcolonial period.

Singapore under the ruling People’s Action Party government has been categorized as a developmental state which has utilized education as an instrument of its economic policies and nation-building agenda. However, contrary to accepted assumptions, the use of education by the state to promote economic growth did not begin with the coming to power of the People’s Action Party in 1959. In Singapore, the colonial state had been using education to meet the demands of its colonial economy well before the rise of the post-independence developmental state. Education, Industrialization and the End of Empire in Singapore examines how the state’s use of education as an instrument of economic policy had its origins in the colonial economy and intensified during the process of decolonization. By covering this process the history of vocational and technical education and its relationship with the economy is traced from the colonial era through to decolonization and into the early postcolonial period.