Pia Jolliffe – författare

Exploring the history of missionary translation of Christian texts in East Asia, Missionary Translators offers a comparative perspective between the features of East Asian languages and the historical context of the translation. Focusing on the Bible and Christian theological works, it looks at the intersection of linguistics, translation studies and history. This book discusses the real-life challenges faced by missionary translators in producing Christian texts in East Asian languages.

Students, historians, scholars and those interested in the study of East Asian cultures or translation will find this book to be an insightful and invaluable resource.

Exploring the history of missionary translation of Christian texts in East Asia, Missionary Translators offers a comparative perspective between the features of East Asian languages and the historical context of the translation. Focusing on the Bible and Christian theological works, it looks at the intersection of linguistics, translation studies and history. This book discusses the real-life challenges faced by missionary translators in producing Christian texts in East Asian languages.

Students, historians, scholars and those interested in the study of East Asian cultures or translation will find this book to be an insightful and invaluable resource.

Focusing on the Karen people in Burma, Thailand and the United Kingdom, this book analyses how global, regional and local developments affect patterns of learning. It combines historical and ethnographic research to explore the mutual shaping of intergenerational relations and children’s practical and formal learning within a context of migration and socio-political change. In this endeavour, Pia Jolliffe discusses traditional patterns of socio-cultural learning within Karen communities as well as the role of Christian missionaries in introducing schooling to the Karen in Burma and in Thailand. This is followed by an analysis of children’s migration for education in northern Thailand where state schools often encourage students’ aspirations towards upward social mobility at the same time as schools reproduce social inequality between the rural Karen and urban Thai society. The author draws attention to international humanitarian agencies who deliver education to refugees and migrants at the Thai-Burma border, as well as the role of UK government schools in the process of resettling Karen refugees. In this way, the book analyses the connections between learning, migration and intergenerational relations in households, schools and other institutions at the local, regional and global level.

Prisons and Forced Labour in Japan examines the local, national and international significance of convict labour during the colonization of Hokkaido between 1881 and 1894 and the building of the Japanese empire.

Based on the analysis of archival sources such as prison yearbooks and letters, as well as other eyewitness accounts, this book uses a framework of global prison studies to trace the historical origins of prisons and forced labour in early modern Japan. It explores the institutionalization of convict labour on Hokkaido against the backdrop of political uprisings during the Meiji period. In so doing, it argues that although Japan tried to implement Western ideas of the prison as a total institution, the concrete reality of the prison differed from theoretical concepts. In particular, the boundaries between prisons and their environment were not clearly marked during the colonization of Hokkaido.

This book provides an important contribution to the historiography of Meiji Japan and Hokkaido and to the global study of prisons and forced labour in general. As such, it will be useful to students and scholars of Japanese, Asian and labour history.

Prisons and Forced Labour in Japan examines the local, national and international significance of convict labour during the colonization of Hokkaido between 1881 and 1894 and the building of the Japanese empire.

Based on the analysis of archival sources such as prison yearbooks and letters, as well as other eyewitness accounts, this book uses a framework of global prison studies to trace the historical origins of prisons and forced labour in early modern Japan. It explores the institutionalization of convict labour on Hokkaido against the backdrop of political uprisings during the Meiji period. In so doing, it argues that although Japan tried to implement Western ideas of the prison as a total institution, the concrete reality of the prison differed from theoretical concepts. In particular, the boundaries between prisons and their environment were not clearly marked during the colonization of Hokkaido.

This book provides an important contribution to the historiography of Meiji Japan and Hokkaido and to the global study of prisons and forced labour in general. As such, it will be useful to students and scholars of Japanese, Asian and labour history.

How particular has Southeast Asia’s experience of educational development been, and has this led to an identifiably distinct Southeast Asian approach to the provision of education? Inquiry　into these questions has significant consequences for our understanding of the current state of education in Southeast Asia and the challenges it has inherited.

This book contributes to a better understanding of the experience of educational development in Southeast Asia by presenting a collection of micro-historical studies on the subject of education, policy and practice in the region from the emergence of modern education to the end of the twentieth century. The chapters fathom the extent to which contest over educational content in schools has occurred and establish the socio-cultural, political and economic bases upon which these contestations have taken place and the ways in which those forces have played out in the classrooms. In doing so, the book conveys a sense of the extent to which modern forms of education have been both facilitated and shaped by the region’s specific configurations; its unique demographic, religious, social, environmental, economic and political context. Conversely, they also provide examples of the sorts of obstacles that have prevented education making as full an impact on the region’s recent ''modern'' transformation as might have been hoped or expected.

This book will be of interest to academics in the field of Southeast Asian Studies, Asian Studies, education, nationalism, and history.

How particular has Southeast Asia’s experience of educational development been, and has this led to an identifiably distinct Southeast Asian approach to the provision of education? Inquiry　into these questions has significant consequences for our understanding of the current state of education in Southeast Asia and the challenges it has inherited.

This book contributes to a better understanding of the experience of educational development in Southeast Asia by presenting a collection of micro-historical studies on the subject of education, policy and practice in the region from the emergence of modern education to the end of the twentieth century. The chapters fathom the extent to which contest over educational content in schools has occurred and establish the socio-cultural, political and economic bases upon which these contestations have taken place and the ways in which those forces have played out in the classrooms. In doing so, the book conveys a sense of the extent to which modern forms of education have been both facilitated and shaped by the region’s specific configurations; its unique demographic, religious, social, environmental, economic and political context. Conversely, they also provide examples of the sorts of obstacles that have prevented education making as full an impact on the region’s recent ''modern'' transformation as might have been hoped or expected.

This book will be of interest to academics in the field of Southeast Asian Studies, Asian Studies, education, nationalism, and history.