Suchergebnisse

This article examines British encounters with Indian, Andamanese, white and African orphans in colonial India in the second half of the nineteenth century. It argues that orphans provided colonial administrators with opportunities to articulate increasingly scientific constructions of race, which might undergird contemporary imperialism, and simultaneously to explore the limits of colonial authority. The absence of parents was doubly helpful to these discoveries. At one level, the removal of the parent isolated the child from the contamination of culture. This left it available to experts, who wished to study the nature of the biological material or to leave their own impressions. At another level, it eliminated a source of political interference in the relationship between the child and the unrelated adult, which could now be interpreted largely in terms of scientific, bureaucratic or political necessity, including the language of savage-repression that constitutes a part of the prose of counter-insurgency. Orphaning was not only a metaphor for governance, it was also a problem of governance, and in some situations, a technique for the management of colonised populations.

"On 28 September 1871 an anonymous letter in a local newspaper complained that slaves from North Africa were being landed in Malta for later transfer to the Levant. That letter led to a parliamentary question in the House of Commons and opened a can of worms for the British administration in Malta. Both the Foreign and Colonial Offices in London and the Malta governors had to seek a solution to the thorny problem. All efforts to stamp the practice, however, proved frustrating for the local administration; the only consequence being accusations of negligence or connivance from British consuls in the Levant. Furthermore, such incidents provided the French-born American consul in Tripoli with ammunition to attack the British authorities in the attempt to push the interests of his adoptive nation. Additionally, the book deals extensively with the plight of the slaves landed in Malta, and the interests and ambitions of their owners."--Publisher description

This is a persona] account of an Aboriginal woman who went through the education system in Australia to obtain finally her law degree. Aboriginal people experience many hurdles in the education system. Many Aboriginal children feel alienated within the legal system which until recently focused on a colonial history of Australia, ignoring the experiences, indeed the presence, of indigenous people in Australia. The Australian government had a policy of not educating Aboriginal people past the age of 14. The author was one of the first generation that could go straight from high school to university. She speaks of the debt she feels towards the generations of her people that fought for her right to access to higher education. The author went on to become the first Aboriginal person to be accepted into Harvard Law School which brought different personal challenges and allowed for reflection on comparisons of the sensitivity towards race in both education systems. When the author returned to Australia, she took a position teaching at the University of New South Wales. She had to come to terms with working within a system that she had felt alienated within as a student. Her position at the front of the class has created a sense of empowerment that she can pass on to her Aboriginal and female students.