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 into the 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.
Author(s): Daniel Gerster, Felicity Jensz
Series: Palgrave Studies in the History of Childhood
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 369
City: Cham
Acknowledgements
Contents
Notes on Contributors
List of Figures
1 Global Perspectives on Boarding Schools in the Nineteenth and Twentieth Centuries
A Word on ‘Boarding Schools’: Common Features and Different Purposes
Research on Boarding Schools: State of the Art and Our Approach
Transnational Boarding Schools: Structure of the Volume and the Case Studies
Notes
Bibliography
Part I Elites
2 Including Émigrés and Excluding Americans? The Philadelphia Female Seminary of Madame Marie Rivardi (aka Maria von Born)
“The Mansion of All the Virtues and Graces”: The Rivardi’s Seminary, 1802–1814
“Gothicating”: Excluding and Including in Philadelphia
“More as a National, Than as a Local Establishment”: Constructions of Legitimacy
Notes
Bibliography
3 Artisans and Aristocracy: Industrial Boarding Schools for Elite Africans in Mid-Nineteenth Century South Africa
Industrial Boarding Schools at the Cape, 1855–1863
Educating Elites: Ekukhanyeni and Zonnebloem
Conclusion
Notes
Bibliography
4 Nazi Elite Boarding Schools and the Attempted Creation of a New Class System
Effacing Class Differences Through Social Engineering: Mining ‘Missions’ and Subsidised Places
Recruitment Processes and Educational Practices at the NPEA: Pseudo-Inclusive or Genuinely Inclusive?
Conclusions
Notes
Bibliography
5 Catholic Boarding Schools and the Re-making of the Spanish Right, 1900–1939
Plurality and Unity: Boarding Schools Around 1900
Authoritarian Modernity: Boarding Schools in the 1920s and 1930s
Contradictions of Catholic Boarding School Education
Conclusion
Notes
Bibliography
Part II Marginalised
6 Prisoners of Education: Chiricahua Apaches, Schooling, and the Lived Experience of Settler Colonial Inclusion
Borderlands Schooling
Settler Colonial Schooling
Crossing the Racial Line
Conclusion
Notes
Bibliography
7 Recasting Poor Children: Basel Mission Boarding Schools in Colonial Malabar
A Pedagogical Regime
Everyday Spaces of Contestation
Conclusion
Notes
Bibliography
8 Soviet Boarding Schools and the Social Marginalisation of the Urban Poor, 1958–1991
Families, Poverty, and Social Problems: Children’s Ways into Care
Social Isolation in Care
Living Conditions and Children’s Experiences in Care
Preparing Children in Care for a Life in Society
Conclusions
Notes
Bibliography
Part III People and Networks
9 Spatiality, Semiotics and the Cultural Shaping of Children: The Boarding School Experience in Colonial India, 1790‒1955
The Boarding School for Elites, 1840‒1955
Boarding Schools for ‘Orphans’, 1790‒1880
Mission Boarding
Prototype Female Boarders
Building Colonial Capacity
Conclusion
Notes
Bibliography
10 Logics of Immersion: Lake Mohonk and the U.S. Colonial Boarding School
Notes
Bibliography
11 Living on the Fringes: Boarding Secondary Schools in Nigeria and the Paradox of Colonialism
A ‘Home Away from Home’: Historicising Boarding Schools in Nigeria
On (Re)locations
The Hidden Curriculum
Conclusion
Notes
Bibliography
Part IV Practices and Processes
12 Girls’ Bodies as a Site of Reform: The Roman Catholic Boarding Schools in Flores, Colonial Indonesia, c.1880s–1940s
Catholic Education and Colonial Governmentality
Children as ‘Gifts’ to the Mission: The Alliance with Local Elites
Against ‘Selling Daughters’: The Campaign for Gendered Reforms
Clean Nails and Combed Hair: Body Practices as a Civilising Tool
Conclusion
Notes
Bibliography
13 ‘Just a Bit of Fun’: Recreation, Ritual, and Masculinity in Irish Boys’ Boarding Schools, 1800–1880
Irish Boys’ Boarding Schools
Boys’ Republic
Notes
Bibliography
14 Subverting Exclusion and Oppression: Historical Perspectives of Student Experiences at Boarding Schools for the Deaf in German-Speaking Counties
Sources
Contexts: A Sketchy International History of Boarding Schools for the Deaf
Boarding Schools for the Deaf as Oppressive Oral Spaces
Boarding Schools for the Deaf as Subversive Sign Spaces
Conclusion
Notes
Bibliography
15 Bullying in the Name of Care: A Social History of ‘Homoing’ Among Students in Ghanaian Boarding Schools
Etymology of Bullying and Historiography of Bullying in Schools
Hierarchical System of Homoing
A History of Homoing in Ghana: The Colonial Experience
Experiences of Homoing
Homoing as a Continued Tradition in Postcolonial Ghana
Conclusion
Notes
Bibliography
Part V Epilogue
16 Epilogue: New Directions in the History of Boarding Schools
Notes
Bibliography
Index
