共查询到17条相似文献，搜索用时 281 毫秒
1.
韩建萍 《喀什师范学院学报》2009,30(5):48-52
在英国众多殖民地中,印度殖民地占有突出的地位。英国对印度的统治非常重视。随着社会环境的变化,它不断调整对印度的政策。18世纪末至19世纪初,为实现工业资本对印度的剥削,英国开始执行自由资本主义时期的殖民政策。与此同时,英国政府对殖民地的改造也开始了。 相似文献
2.
两次世界大战期间，英属热带非洲殖民地当局实施“间接统治”。教育上则以菲尔普斯-斯托克委员会报告为先导，积极推行所谓的教育适应性政策，以英国殖民地教育咨询委员会1925年白皮书和1935年教育备忘录的出台为标志性事件。该项政策的实施对这一时期殖民地教育的发展产生了重大影响。 相似文献
3.
第二次世界大战之后,英国在英属黑非洲殖民地的公职人员政策有三次调整,分别以扩招、稳定和留任为重点,很好地配合了英国的整体殖民政策。扩招是为了落实殖民地开发计划和地方政府改革计划,稳定和留任都是为了在民族解放运动的大潮中尽力保持自己的殖民利益。其中英国对尼日利亚的公职人员政策较具典型性。英国的政策没有解决独立前后殖民地公职人员缺乏的状况,直接原因在于英国撤退得过快,深层原因则在于其长期以来对殖民地社会发展的忽视。 相似文献
4.
宋云伟 《华中师范大学学报(人文社会科学版)》2014,53(5)
英国议会在英属印度期间通过一系列森林法案加强对森林资源的管理和开发,尽管英国人的政策一定程度上促进了印度森林管理的现代化和林业技术的科学化,但是其政策措施仍不完善,而且森林管理是以盈利为目的的,导致印度森林开发的速度和规模空前加大。印度森林学是当时英帝国各殖民地最发达的,成为其他殖民地学习的模本,印度森林学发展成为帝国森林学。 相似文献
5.
甄小东 《历史教学(高校版)》2020,(4):66-72
19世纪中期,英属加拿大建立了责任制政府。加拿大殖民地政府依次经历了军事管制、皇家殖民地政府的总督专制、旧的代议制和责任制政府几个发展阶段。之后经过联合,加拿大自治领正式成立。在加拿大建立责任制政府的影响下,其他白人移民殖民地,相继建立起责任制政府,取得了一定程度的内部自治。这是英国殖民地历史上的一个重大变化,也为后来英国殖民地政府的宪政改革提供了借鉴。 相似文献
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7.
毛蕾 《廊坊师范学院学报》2008,24(4)
英属北美殖民地自建立起便与宗主国长期保持了并存互利的关系。英国在从殖民地获取巨大经济利益的同时也促进了其全面开拓与发展。18世纪60年代初开始,英国对北美殖民地的政策由温和转向强硬,导致双方关系由共处演变为决裂,最终引发了独立战争。因此,英国殖民政策的转变是导致其与殖民地关系变化的直接因素,它在推动殖民地发展和独立的过程中发挥了双重作用。 相似文献
8.
陶笑虹 《华中师范大学学报(人文社会科学版)》1991,(5)
保证制度(Guarantee System)作为近代英属印度建筑和营运铁路的一项政策,在当时就颇受印度各界的反感和非议。后来的学者也多对它持全盘否定态度,甚至认为采用这一制度是印度的“经济自杀”。本文拟从其产生、内容和作用等几方面对该制度作一粗浅的探讨,以期得出一些有益的历史经验和教训。19世纪中叶,印度全面沦为英国的殖民地,英帝国主义殖民政策的重点从军事征服转为更迅速、更有效地使印度成为英国的原料产地和产品、资本市场,加上当时战事甫平形势下的政治、军事需要,英国殖民当局开始在印度次大陆建设先进的高效运输网——铁路系统。 相似文献
9.
刘行仕 《咸阳师范学院学报》1997,(2)
英国曾是最大的殖民帝国,侵占了比本土大150倍的殖民地。为了进行殖民统治,英国在不同的历史时期采用了不同的殖民政策。本文对其殖民政策的演变作了探讨。 相似文献
10.
石海霞 《重庆第二师范学院学报》2007,20(1):68-71
加拿大自治领地建立之前的历史主要分为法属新法兰西时期和英属加拿大时期。1763年的英国征服之后,法国根据《巴黎和约》的规定将新法兰西割让给了英国,成为英属殖民地。这一历史事件在政治、经济、社会生活等各方面给早期加拿大带来了巨大的变化,对这块原法属殖民地以后的发展产生了重大影响。 相似文献
11.
Clive Whitehead 《History of education》2013,42(3):315-329
Colonial education has been controversial and widely divergent interpretations have been offered from contrasting ideological perspectives. British imperial education policy was highly contended during the colonial era and remains a contentious issue amongst many contemporary historians and a critical review of the historiography of the subject is long overdue. British colonial education policy starts in India in 1813, the intention being to promote both Oriental culture and Western science. But a former Director of Public Instruction, writing in the 1920s, claimed that education had done far less for Indian culture than for the material and political progress of India. More recent academic writing about the history of education in British India has been both intermittent and of mixed quality. To date, much of the criticism of British policy appears to have been motivated more by emotion rather than by detailed scholarly analysis and this account argues that more ‘plodding’ in archives is urgently needed at the present time to substantiate, refine or refute the claims of India’s educational historians. This is the first part of a two‐part article, the second of which will deal with Africa and the rest of the colonial Empire. 相似文献
12.
Clive Whitehead 《History of education》2013,42(4):441-454
Part II of this historiographical study examines British education policy in Africa, and in the many crown colonies, protectorates, and mandated territories around the globe. Up until 1920, the British government took far less interest than in India, in the development of schooling in Africa and the rest of the colonial empire, and education was generally left to local initiative and voluntary effort. British interest in the control of education policy in Africa and elsewhere lasted only from the 1920s to the 1950s, as territories assumed responsibility for their own internal affairs as a prelude to independence. Nevertheless, critics were not slow to attack British direction of colonial education in the 1930s and thereafter.In retrospect it is clear that colonial education policy was fraught with much confusion of purpose and lack of resources, apathy and hostility. The literature has ranged from close scholarly studies of education policy in individual countries to passionate and more theoretically based critiques of colonial schooling. But as immediate passions surrounding demise of the Empire have receded, alternative analyses have begun to emerge. 相似文献
13.
Clive Whitehead 《Journal of educational administration and history》2007,39(2):161-173
It is common in the literature to refer to British colonial education policy as if it were ‘a settled course adopted and purposefully carried into action’, but in reality it was never like that. Contrary to popular belief, the size and diversity of the empire meant that no one really ruled it in any direct sense. Clearly some kind of authority had to be exercised from London but as Arthur Mayhew said of education policy in the Colonial Empire in 1938: ‘No Secretary of State for the Colonies … [is] anxious to adopt too definite a policy. He will be content with a few assumptions and a statement of general principles. And he will not be surprised if these principles in their local application are adapted with the utmost elasticity to local conditions.’ In the absence of any strong direction from the centre, this paper examines the factors that shaped twentieth century education policy in the 47 crown colonies, protectorates and mandates under the aegis of the Colonial Office in Whitehall. They included the all‐important attitudes of the governor and his senior administrative officers towards education; the status of the director of education; the influence of the Christian missions both in London and in the colonies; denominational rivalry; long‐standing British educational traditions based on social class; the state of the local economy; the attitudes of the European settlers; the advice and status of the London‐based Advisory Committee on Education in the Colonies; the influence of the Secretary of State for the Colonies on the government of the day; the attitudes of key senior Colonial Office officials towards education; indigenous pressure groups; special reports and recommendations; war; national rivalry; the so‐called Cold War; post‐war constitutional changes, and the pressure of world opinion as reflected in the League of Nations after 1918 and the United Nations after 1945. Clearly there was great diversity in the ways in which education was developed from one territory to another but only detailed case studies can generate the data for broader and more historically accurate hypotheses about the development of British colonial education as a whole. 相似文献
14.
British teachers’ transnational work within and beyond the British Empire after the Second World War
Kay Whitehead 《History of education》2017,46(3):324-342
Focusing on British graduates from Gipsy Hill Training College (GHTC) in London, this article illustrates transnational history’s concerns with the reciprocal flows of people and ideas within and beyond the British Empire. GHTC’s progressive curriculum and culture positioned women teachers as agents of change, and the article highlights the lives and work of married and single graduates overseas after the Second World War. Some migrated to the dominions of Australia, Canada and New Zealand, while South Africa and Southern Rhodesia (Zimbabwe) were popular destinations for short-term teaching contracts. A few graduates went to the colonies as missionaries and colonial servants, and a handful taught in extra-imperial sites. Wherever they were located, these British women promulgated the college’s progressive ideals and shared their experiences with people at home in Britain, thereby shaping understandings of the Empire and constructing a world that was differentiated by class, gender, race and nation. 相似文献
15.
Shoko Yamada 《比较教育学》2008,44(1):21-37
This study explores the extent to which American educational ideas made an impact on policy‐making and practice of education in British African colonies between the two World Wars. The analysis re‐examines the apparent ‘borrowing’ of American black industrial education models for application in Africa. It is argued that, while the view that Americans were successful in handling racial conflicts by means of education at home carried strong symbolic meaning in the colonial political arena, the ideas themselves were not new. The paper focuses on the motivations and characteristics of the people involved in this political discourse and in transferring American and other models to Africa. By doing this, the paper draws attention to a more complex network of factors that were involved in the transfer of educational policies to British colonies in Africa. 相似文献
16.
Panayiotis Persianis 《比较教育学》1996,32(1):45-68
The case of the British colonial education 'lending' policy in Cyprus is very interesting, firstly, because Cyprus possessed cultural characteristics very different from those of almost all the other British colonies (African and Asian) and, secondly, because the colonial policy influenced to a great extent the post-colonial educational structures and practices in the island. This article will show that the British colonial education policy applied in Cyprus had the two main features of the colonial policy applied in almost all the other British colonies, namely, (a) it was an 'adapted education' policy and (b) it was very much dependent on the will of the governed people. There were, however, two essential differences: (a) the 'adapted education' policy was very elusive and took diverse forms, and (b) politics played a much more important role in Cyprus than in the other colonies in the formulation of this policy, both positively and negatively. The result was that the 'adapted education' policy explicitly applied during the first fifty years was later reversed and became an open and fervent policy of cultural and educational lending. The contention of the author is that this last policy was a form of implicit 'adapted education' policy . 相似文献
17.
北美13个殖民地建立后与宗主国长期保持相容、并存、互利的良性关系。英国通过在北美的殖民统治获取了巨大的经济利益的同时,客观上也促进了北美的全面开拓和发展。从1763年起,英国对北美殖民地的统治政策改弦易辙,然而“新殖民地政策”却导致双方共处关系的交恶与决裂。因此,英国殖民统治政策是制导殖民地与宗主国关系的核心因素,在北美发展及其与母国关系演化的过程中发挥着双重作用。 相似文献