Suchergebnisse

This paper focuses on the historical experiences of shifting cultivators who lived in the eastern Himalaya in the areas around Darjeeling, Eastern Nepal, and Southern Sikkim in the early 19th century. These groups played an important role in state-formation in the pre-colonial period, as regionally expansive states relied upon them for labor, military levies, and revenue. Shifting cultivators were organized under headmen who dispensed justice, collected taxes, and negotiated with the state on behalf of their clients. The author argues that such groups formed the basis of sovereignty on the frontier, where control over subjects was more significant than control over clearly demarcated territory. Patrons of labor were well-versed in political negotiations and dexterously managed the shift to East India Company rule in Darjeeling in 1835; however, the Company administrators changed the terms of governance, even as they drew upon the headmen's services in accessing laborers. By positing the labor market as the appropriate means of securing labor, the Company officials denied the role of the state in accumulating labor power. In addition, colonial discourse fixed shifting cultivators as backwards and in need of protection, undermining their important contributions to state formation under the previous dispensation. By distancing itself from patron-client relationships as vital to state formation and discrediting these networks of labor organization in favor of market logic, the Company in theory moved the terms of sovereignty towards territory rather than people.

This project report describes policy, practice and theory related to a cross-sectoral international project funded by the European Union's Erasmus+ programme. STALWARTS– Sustaining Teachers and Learners with the Arts: Relational Health in European Schools–aimed to promote relational health in schools through engagement with the arts. The project was developed in five European countries: Estonia, Italy, Norway, Portugal, and the UK. The local partnerships between five universities and community-based schools are diverse in terms of their locations in the European region and the populations they serve, in terms of age, social status and learning conditions. In this article we focus on the link between ELET policies in each country and local context. We ask: How can identified ELET policy initiatives in the five partner countries relate to the achievements of the STALWARTS partner schools when working with the expressive arts? Some related theoretical background underpinning the practical aspects of the project brings this report to a conclusion.