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Books on the topic 'British in Malawi'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Development, Great Britain Department for International. Malawi. London: Department for International Development, 1998.

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2

Association, British Malawi Scholars'. Directory of the British Malawi Scholars' Association. Lilongwe, Malawi: British Council, 1999.

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3

(Malawi), British Council, ed. Young people's perception survey: A summary of findings in Malawi, Zambia, and Zimbabwe. Lilongwe, Malawi: British Council, 2004.

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4

Thomas-Konyani, S. E. Malawi Police public perception study: Research findings of the study submitted to the British High Commission. Zomba, Malawi: Centre for Social Research, 1999.

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5

Eleven months in Malaya: September 1945 to August 1946. Kuala Lumpur, Malaysia: Editions Didier Millet, 2005.

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6

Gill, Saran Kaur. British ELT video materials for Malaysian language leaners. Bangi: Penerbit Universiti Kebangsaan Malaysia, 1993.

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7

Roy, Rohan Deb. Malarial Subjects: Empire, Medicine and Nonhumans in British India, 1820–1909. Cambridge, UK: Cambridge University Press, 2017.

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8

The British as rulers: Governing multiracial Singapore, 1867-1914. Singapore: Singapore University Press, National University of Singapore, 1991.

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9

Smith, Simon C. British relations with the Malay rulers from decentralization to Malayan independence, 1930-1957. Kaula Lumpur: Oxford University Press, 1995.

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10

Wu, Yanling. Xi fang tu xiang: Malai(xi)ya Ying zhi min shi qi wen shi lun shu = Western impressions of British Malaya. Kajang, Selangor: Xin ji yuan xue yuan Malaixiya yu qu yu yan jiu suo, 2011.

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11

The counter-insurgency myth: The British experience of irregular warfare. Milton Park, Abingdon: Routledge, 2011.

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12

People are not the same: Leprosy and identity in twentieth-century Mali. Portsmouth, NH: Heinemann, 1998.

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13

Aid and Dependence: British Aid to Malawi. Taylor & Francis Group, 2011.

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14

Morton, Kathryn. Aid and Dependence: British Aid to Malawi. Taylor & Francis Group, 2013.

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15

Feeding Families: African Realities and British Ideas of Nutrition and Development in Early Colonial Africa. Heinemann, 2002.

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16

Feeding Families: African Realities and British Ideas of Nutrition and Development in Early Colonial Africa. Heinemann, 2002.

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17

(Malawi), British Council, and Private Schools Association of Malawi., eds. Quality and value in private school education in Malawi: A conference by the British Council and PRISAM, 5th and 6th February 2001. Lilongwe, Malawi: British Council, 2001.

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18

Teoh, Karen M. So That They May Be an Honor to You. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0004.

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This chapter focuses on the ethno-culturally hybrid Straits Chinese, who intermarried with local Malays for generations in the Straits Settlements of British Malaya and Singapore, and the role of female education in efforts to restore their socioeconomic status during the early twentieth century. Straits Chinese were also known as Peranakan (Malay for “child/born of”), and their women were called Nyonya. Peranakan male elites (called Baba) expressed concerns about the backwardness of the Nyonya in the Straits Chinese Magazine and founded the Singapore Chinese Girls’ School to modernize their women and their community. The Straits Chinese perspective on female education was similar to that of elites in various modernizing nations around the world, but their case was unique because they occupied several ethno-cultural and national categories concurrently. Straits Chinese women were tasked with representing modernity and tradition simultaneously, and with helping to secure their community’s place in the transition from colony to nation-state.
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19

A Descriptive Dictionary of British Malaya (Ganesha - Reference Library of Asian Studies). Ganesha Publishing, 2002.

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20

Anthony, Burgess. Le Docteur est malade. Le Cherche-midi Editeur, 2001.

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21

Anthony, Burgess. Le Docteur est malade. 10/18, 2003.

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22

Kedudukan Orang Melayu Sarawak Di Bawah Penjajahan British 1946-1963. Malaysia: Dewan Bahasa dan Pustaka, Malaysia, 2014.

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23

Lees, Lynn Hollen. Planting Empire, Cultivating Subjects: British Malaya, 1786-1941. Cambridge University Press, 2019.

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24

Planting Empire, Cultivating Subjects: British Malaya, 1786-1941. Cambridge University Press, 2018.

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25

Emergency Propaganda: The Winning of Malayan Hearts and Minds 1948T1958. RoutledgeCurzon, 2001.

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26

Ngoei, Wen-Qing. Arc of Containment. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501716409.001.0001.

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This book recasts the history of American empire in Southeast and East Asia from the Pacific War through the end of U.S. intervention in Vietnam. It argues that anticommunist nationalism in Southeast Asia intersected with pre-existing local antipathy toward China and the Chinese diaspora to usher the region from European-dominated colonialism into U.S. hegemony. Between the late 1940s and 1960s, Britain and its indigenous collaborators in Malaya and Singapore overcame the mostly Chinese communist parties of both countries by crafting a pro-West nationalism that was anticommunist by virtue of its anti-Chinese bent. London’s neocolonial schemes in Malaya and Singapore prolonged its influence in the region. But as British power waned, Malaya and Singapore’s anticommunist leaders cast their lot with the United States, mirroring developments in the Philippines, Thailand and, in the late 1960s, Indonesia. In effect, these five anticommunist states established, with U.S. support, a geostrategic arc of containment that encircled China and its regional allies. Southeast Asia’s imperial transition from colonial order to U.S. empire, through the tumult of decolonization and the Cold War, was more characteristic of the region’s history after 1945 than Indochina’s embrace of communism.
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27

Teoh, Karen M. A Little Education, a Little Emancipation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0002.

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From the mid-nineteenth to mid-twentieth centuries, British colonial policies toward Chinese female students in Malaya and Singapore were driven more by political than social considerations. An early period of inattention to female education by the British created spaces for missionary societies and the local Chinese community to establish linguistically plural, private girls’ schools. The colonial administration increasingly intervened in female education several decades after these schools had been founded, with different agendas depending on each institution’s language of instruction: in English schools, to bring the curriculum in line with racialized notions of femininity, and in Chinese schools, to fight the perceived threat of rising Chinese nationalism. Governmental concerns over managing the ethnic Chinese population outweighed the gender-specific assumptions that characterized educational policies for female students of other ethnicities.
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28

Teoh, Karen M. Rare Flowers, Modern Girls, Good Citizens. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0005.

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Chinese-language girls’ schools in British Malaya and Singapore grew out of the national modernization movement in late Qing and early Republican China, and therefore also contained the contradictions of the “woman question” of that period. These schools were sites of modernization and politicization for overseas Chinese women, introducing non-gender-specific curricula, notions of gender equality, and ideals of national citizenship. Arguably, they may have done more to usher in modernity for girls and women than contemporaneous English schools in Malaya and Singapore, challenging the received wisdom that modernizing change was a Western-driven movement. At the same time, these schools sometimes perpetuated traditional gender role expectations even more energetically than occurred in China, because those beliefs were associated with the cultural heritage that they were supposed to uphold, especially in a Western imperial milieu. Chinese political and social modernization hence became associated with cultural conservatism.
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29

Winther, Paul C. Anglo-European Science and the Rhetoric of Empire: Malaria, Opium, and British Rule in India, 1756-1895. Lexington Books, 2005.

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30

Teoh, Karen M. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0001.

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Disparate yet interlinked forces shaped the rise of girls’ schools serving ethnic Chinese in British Malaya and Singapore: Western imperialism in Southeast Asia; European and Chinese notions of race and gender; Chinese migration; and twentieth-century ideas about the modern nation. Female education in these colonies was a battleground of ideologies during an era of political reinvention. European missionaries, British colonials, and Chinese community leaders founded English-language and Chinese-language girls’ schools. These institutions reproduced social and cultural norms, but they were also disruptive, giving overseas Chinese women options to be colonial subjects, transnational actors, patriotic national citizens, or some combination of these roles. These women confronted tensions between tradition and modernity, and between the competing pulls of ethnic, cultural, and political loyalties. Their history is a microcosm of overseas Chinese migration and diaspora, whereby the purported flexibility of transnational existence can also limit identity expression and national belonging.
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31

Hunting Terrorists in the Jungle. BPR Publishers, 2005.

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32

Anglo-European Science and the Rhetoric of Empire; Malaria, Opium, and British Rule in India, 1756-1895. Lexington Books, 2003.

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33

Belogurova, Anna. Communism in South East Asia. Edited by Stephen A. Smith. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199602056.013.013.

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In South East Asia the Marxist message came primarily to address issues of nation-building. The article traces the development of communist parties from their early diasporic networks and engagement with the Comintern, to their relations with the colonial powers, to the establishment of communist-ruled states after the Second World War, through to the Cold War and US efforts to contain communism. The article looks at the various forms that communism took in the region, from hybrid Chinese associations in British Malaya and Hồ Chí Minh’s Indochina network, to the constitutional party of Sukarno’s Indonesia, to the semi-Buddhist Burmese Way to Socialism of Ne Win, to the neo-dynastic communism of Pol Pot. Special attention is paid to the interplay between nationalism, internationalism, and communism.
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34

Hee, Wai-Siam. Remapping the Sinophone. Hong Kong University Press, 2019. http://dx.doi.org/10.5790/hongkong/9789888528035.001.0001.

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In a work that will force scholars to re-evaluate how they approach Sinophone studies, Wai-Siam Hee demonstrates that many of the major issues raised by contemporary Sinophone studies were already hotly debated in the popular culture surrounding Chinese-language films made in Singapore and Malaya during the Cold War. Despite the high political stakes, the feature films, propaganda films, newsreels, documentaries, newspaper articles, memoirs, and other published materials of the time dealt in sophisticated ways with issues some mistakenly believe are only modern concerns. In the process, the book offers an alternative history to the often taken-for-granted versions of film and national history that sanction anything relating to the Malayan Communist Party during the early period of independence in the region as anti-nationalist. Drawing exhaustively on material from Asian, European, and North American archives, the author unfolds the complexities produced by British colonialism and anti-communism, identity struggles of the Chinese Malayans, American anti-communism, and transnational Sinophone cultural interactions. Hee shows how Sinophone multilingualism and the role of the local, in addition to other theoretical problems, were both illustrated and practised in Cold War Sinophone cinema. Remapping the Sinophone: The Cultural Production of Chinese-Language Cinema in Singapore and Malaya before and during the Cold War deftly shows how contemporary Sinophone studies can only move forward by looking backwards.
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35

Teoh, Karen M. Schooling Diaspora. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.001.0001.

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Schooling Diaspora relates the previously untold story of female education and the overseas Chinese in British Malaya and Singapore, traversing more than a century of British imperialism, Chinese migration, and Southeast Asian nationalism. This book explores the pioneering English- and Chinese-language girls’ schools in which these women studied and worked, drawing from school records, missionary annals, colonial reports, periodicals, and oral interviews. The history of educated overseas Chinese girls and women reveals the surprising reach of transnational female affiliations and activities in an age and a community that most accounts have cast as male dominated. These women created and joined networks in schools, workplaces, associations, and politics. They influenced notions of labor and social relations in Asian and European societies. They were at the center of political debates over language and ethnicity and were vital actors in struggles over twentieth-century national belonging. Their education empowered them to defy certain sociocultural conventions in ways that school founders and political authorities did not anticipate. At the same time, they contended with an elite male discourse that perpetuated patriarchal views of gender, culture, and nation. Even as their schooling propelled them into a cosmopolitan, multi-ethnic public space, Chinese girls and women in diaspora often had to take sides as Malayan and Singaporean society became polarized—sometimes falsely—into mutually exclusive groups of British loyalists, pro-China nationalists, and Southeast Asian citizens. They negotiated these constraints to build unique identities, ultimately contributing to the development of a new figure: the educated transnational Chinese woman.
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36

Lewis, Mary E. Disease and Trauma in the Children from Roman Britain. Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.25.

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This chapter explores our current knowledge of pathology and trauma in Romano-British non-adult samples focusing on the children from the late Roman cemetery of Poundbury Camp, Dorset. Evidence for metabolic diseases (rickets, scurvy, iron deficiency anaemia), fractures, thalassemia, congenital disorders and tuberculosis, are presented with emphasis on what their presence tells us about the impact of the Romans in Britain. Many of the large Roman sites from the UK were excavated long before diagnostic criteria for recognizing pathology in child remains were fully developed, and European studies tend only to focus on anaemia and its link to malaria. A lack of environmental evidence for the sites from which our skeletal remains are derived is also problematic, and this chapter hopes to set the agenda for future research into the health and life of children living in the Roman World.
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37

Woods, Philip. Journalists and the Evacuation of Civilians from Burma, 1942. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190657772.003.0009.

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This chapter looks at the reporting of the story of the largest group of victims of the British defeat in Burma, the civilian refugees. The majority of the refugees were Indian, and tens of thousands of them died in the long trek into India. The journalists’ coverage of this issue was not their finest reporting. They were slow to recognize the enormity of the problems raised by tens of thousands of refugees trying to reach India by land, sea and air, and the potential for a repetition of the racial discrimination that had been shown in the Malaya evacuation. Some defended the government from accusations of racial discrimination in the evacuation. Some of the most sympathetic coverage was provided in George Rodger’s photographs. Some of the journalists also had to take the refugee routes out of Burma, and some of them, Wilfred Burchett, George Rodger and Jack Belden published their stories of escape.
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38

Teoh, Karen M. Barrier against Evil, Encouragement for Good. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190495619.003.0003.

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The development of English-language girls’ schools in Malaya and Singapore began with their origins as providers of social welfare services and was tied to their role in overseas Chinese socioeconomic mobility. This chapter looks at the role of Catholic and Protestant missionaries, particularly the Order of the Infant Jesus, as well as the British administration in founding a large network of English girls’ schools. Although they introduced new possibilities for women, these schools also reinforced imperial hierarchies of gender, class, and race. While significant portions of the overseas Chinese community saw these schools as opportunities for improving their social status, other factions saw them as foreign institutions that undermined the integrity of Chinese identity. English-educated overseas Chinese women became committed to a path of linguistic and cultural transmission that led them closer to a new hybrid colonial identity and further from their Chinese-educated peers, causing the growth of intra-ethnic tension.
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