Suchergebnisse

Between 1833 and 1841 the Children's Friend Society, a London-based philanthropic organization, sent some eight hundred children from England to the Cape, where they were apprenticed to local settlers. This article focuses on two of them: Alfred Brooks, aged thirteen or fourteen, and twelve-year-old Elizabeth Foulger. Both of these children appear in archival traces because they transgressed and were subsequently disciplined by their masters. The article argues that a series of binaries shaped these young migrants' lives: between infant and adult, black and white, and colonizer and colonized. The in-between status of the CFS apprentices had the potential to disrupt increasingly rigid hierarchies at the colonial Cape, during a time of significant social and political turmoil. The context of slave emancipation, as well as concerns over juvenile delinquency in London, affected these children's experiences. Concerns over their categorization illustrate the complicated range of positions that migrant workers in the British empire could hold beyond simply 'free' and 'unfree'. Thinking through the position of these young white emigrant workers in the post-emancipation Cape sheds light on the fragility of classed, gendered, racialized, adult and free identities in that context.

Acknowledgments – Peter Kallaway/Rebecca Swartz: Introduction – Tim Allender: 'Lessons' from the Subcontinent: Indian Dynamics in British Africa – Section One: Nineteenth Century – Rebecca Swartz: Industrial Education in Natal: The British Imperial Context, 1830–1860 – Helen Ludlow: Shaping Colonial Subjects through Government Education: Policy, Implementation and Reception at the Cape of Good Hope, 1839–1862 – Brian Willan: 'A Test of Civilisation'? Shakespeare, the Anglican Church and Mission Education in Victorian Grahamstown – Section Two: Inter-War Era British Territories – Christina Cappy: The Role of Philanthropic Foundations in Shaping South African Colonial Educational Policy in the Early Twentieth Century – Richard Glotzer: Charles Templeman Loram: Education and Race Relations in South Africa and North America – Meghan Healy-Clancy: Mass Education and the Gendered Politics of 'Development' in Apartheid South Africa and Late-Colonial British Africa – Section Three: German Sphere/East Africa – Peter Kallaway: German Lutheran Missions, German Anthropology and Science in African Colonial Education – Section Four: French Colonial Education in Africa – Elsie Rockwell: Tracing Assimilation and Adaptation through School Exercise Books from Afrique Occidentale Française in the Early Twentieth Century – Ellen Vea Rosnes: Protestant and French Colonial Literacies in Madagascar in the Early Twentieth Century – Pierre Guidi: Independence and Influence: Empress Mänän School—An Ethio-French Girls' School in 1930s Ethiopia – Bio-Notes of Contributors – Index

This paper examines the idea of 'core business' in contemporary South African public universities. South Africa's public higher education system has global ambitions, but is also highly internally stratified. Drawing on new data from interviews with higher education leaders and government policymakers across a number of South African institutions, we show that while the rhetoric of 'core business' of the university has been adopted by higher education leaders, the question of what constitutes the purpose of the university, in South Africa and arguably beyond, is subject to ongoing debate and negotiation. The multiplicity of conflicting but coexisting narratives about what universities should do in South African society—producing excellent research, preparing a labour force, or addressing societal inequalities—exposes a persisting tension surrounding the purpose of a public university. And while this tension has historical origins, we show that responses to addressing these various roles of the institution are not developed organically and in a neutral context. They emerge under conflicts over limited state funding and attendant and opportune market pressure put on public universities in times of crisis, that shape profoundly their framing and outcomes, and the future of the universities.

AbstractChildren's relationships with parents and peers have been examined as predictors and outcomes, respectively, of theory of mind (ToM). Yet, these two lines of inquiry have remained largely distinct. The current study bridges this gap. Mother–child coordinated interaction and attachment security (continuous rating) were assessed at 2.8 years (N = 128 dyads), ToM was assessed at 3.3, 4.8, and 5.4 years, and child–friend interaction was observed at 4.8 and 5.4 years. Controlling for child expressive language ability at 2.8 years, mother–child coordinated interaction predicted more complex child–friend play and less child–friend conflict via more advanced ToM. No indirect effects from attachment security to friendship quality via ToM emerged. Attachment group status (secure vs. insecure), however, moderated ToM‐friendship associations, such that (a) more advanced ToM predicted more socially complex play with friends, and (b) more conflict with friends predicted more advanced ToM, but only for children classified as secure.