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Relevant bibliographies by topics / Children of missionaries Boarding schools

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Academic literature on the topic 'Children of missionaries Boarding schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Children of missionaries Boarding schools"

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Vallgårda, Karen A. A. "Adam’s escape: Children and the discordant nature of colonial conversions." Childhood 18, no. 3 (2011): 298–315. http://dx.doi.org/10.1177/0907568211407529.

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The article traces the fundamental incoherency that structured the Danish Missionary Society’s work at a boarding school for low-caste ‘heathen’ children in South India in the 1860s and 1870s. Through elaborate disciplinary methods, the missionaries set out to Christianize and civilize the Indian children’s morality, social behaviour and bodily comportment. Yet, the missionaries’ perceptions of ‘the Indian child’ also reflected the contemporary bolstering of racial thinking in Indian colonial society, resulting in doubts whether Indian children could in fact become true Christians. This parado

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Maß, Sandra. "Constructing global missionary families: Absence, memory, and belonging before World War I." Journal of Modern European History 19, no. 3 (2021): 340–61. http://dx.doi.org/10.1177/16118944211019933.

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The separation of parents and children was a quite common imperial family constellation before World War I. Many children left the respective colonial or mission territories at the beginning of their seventh year. They were sent to their parents’ regions of origin in Europe to spend their childhood and youth in the households of relatives or in missionary boarding schools specially set up for them. This article examines German-speaking missionary families in the imperial context of the late nineteenth and early twentieth centuries and focuses on letter communications between parents and childr

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Ghufron, M. Nur, and Amin Nasir. "Pesantren and Disability: the Dynamics of Islamic Boarding School in Accommodating Children with Disabilities." ADDIN 13, no. 2 (2019): 313. http://dx.doi.org/10.21043/addin.v13i2.6450.

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Islamic Boarding School is one of the Islamic educational institutions in Indonesia, Islamic boarding school is a religious education institution that has its distinctiveness and is different from other education. Education in Islam, education, da’wah, community development, and other similar education. In general, Islamic boarding schools accept normal Santri in terms of ability. However, there are Islamic boarding schools that only accept students who have special needs. The purpose of this study was to study how disability education in al-Achsaniyyah Islamic Boarding School. This study used

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Cherepania, Mariia. "COOPERATION OF BOADINGT SCHOOLS WITH CHARITABLE ORGANIZATIONS OF TRANSCARPATHIA OF THE FIRST HALF OF THE XX CENTURY." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 439–43. http://dx.doi.org/10.24144/2524-0609.2021.48.439-443.

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The activities of boarding schools in Transcarpathia in the first half of the XX-th century were organized and carried out with the direct participation of the state, but the active support of such institutions was carried out by various charitable organizations. The purpose of the article is to study the areas of cooperation of boarding schools in Transcarpathia in the first half of the XX-th century with charitable organizations. Methods applied: search and bibliographic method exists for the study of archival and library catalogs, collections and descriptions; content analysis of archival m

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Daulay, Leni Agustina, and Aida Fitri. "Pengaruh Penerapan Syariat Islam Sebagai Preferensi Orang Tua di Kabupaten Aceh Tengah dalam Memilih Lembaga Pendidikan Formal (Study Deskriptif Komparatif: Sekolah Umum, Madrasah dan Pesantren)." BELAJEA: Jurnal Pendidikan Islam 4, no. 1 (2019): 49. http://dx.doi.org/10.29240/belajea.v4i1.730.

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This research aims to know the influence of the application of the Shariah as the preferences of older people in Central Aceh in choosing formal education instutions. This research is quantitative descriptive research. The results of this research show that the factor knowledge of parents reagarding Islamic Jurisrudence and its application as well as economic, educational background of parents dealing with the positive decision of the parents send the children in public school, boarding schools and madrasah in Central Aceh. The next factor is the parents knowledge about Islamic Jurisrudence an

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M.T., Cherepania. "BOARDING INSTITUTIONS PRACTICE IN TRANSCARPATHIA DURING THE SECOND WORLD WAR." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 16–22. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-2.

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The history of boarding schools’ formation and development in Ukraine in general and in Transcarpathia in particular is an important source of pedagogical experience, the study, analysis and systematization of which will contribute to understanding of modern globalization in education and designing its future.Purpose is to fnd out the main trends in the boarding schools development and practice in Transcarpathia during the Second World War.Methods: bibliographical search is for the archival and library catalogs study, collections and descriptions; archival materials content analysis (orders go

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M.T., Cherepania. "BOARDING INSTITUTIONS PRACTICE IN TRANSCARPATHIA DURING THE SECOND WORLD WAR." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 16–22. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-2.

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The history of boarding schools’ formation and development in Ukraine in general and in Transcarpathia in particular is an important source of pedagogical experience, the study, analysis and systematization of which will contribute to understanding of modern globalization in education and designing its future.Purpose is to fnd out the main trends in the boarding schools development and practice in Transcarpathia during the Second World War.Methods: bibliographical search is for the archival and library catalogs study, collections and descriptions; archival materials content analysis (orders go

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Syafe'i, Imam. "PONDOK PESANTREN: Lembaga Pendidikan Pembentukan Karakter." Al-Tadzkiyyah: Jurnal Pendidikan Islam 8, no. 1 (2017): 61. http://dx.doi.org/10.24042/atjpi.v8i1.2097.

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Islamic Boarding Schools are the forerunner of Islamic education institutions in Indonesia. The initial attendance of Islamic boarding schools was estimated from 300-400 years ago and reached almost all levels of the Indonesian Muslim community, especially in Java. After Indonesia's independence, especially since the transition to the New Order and when economic growth really increased sharply, Islamic boarding school education became more structured and the pesantren curriculum became better. For example, in addition to the religious curriculum, pesantren also offer general lessons using a du

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Ponomareva, Varvara Vitalievna. "Girls’ boarding schools’ gardens in the Age of Enlightenment." Moscow University Anthropology Bulletin (Vestnik Moskovskogo Universiteta. Seria XXIII. Antropologia), no. 1 (June 2, 2021): 139–50. http://dx.doi.org/10.32521/2074-8132.2021.1.139-150.

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This study, based on a wide range of sources, some of which feature in academia for the first time, using a historical typological method, looks at the introduction of principles of physical education offered to children of the Enlightenment era into daily life of the schools of the Mariinsky Establishment. Throughout the eighteenth century, influential works from scholars such as John Locke and N.I. Novikov highlighted the importance of daily hygiene and healthy routine, cold water hardening, simple balanced diet, lightweight clothing, physical exercise in fresh air and other principles, whic

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Belkina, Elena I., and T. A. Kuznetsova. "THE PHYSICAL DEVELOPMENT OF RURAL SCHOOLCHILDREN WHO ARE BROUGHT UP IN THE FAMILY AND IN THE BOARDING SCHOOL." Russian Pediatric Journal 20, no. 4 (2019): 217–22. http://dx.doi.org/10.18821/1560-9561-2017-20-4-217-222.

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There was made an assessment of the physical development of 319 rural schoolchildren who are brought up in families and in boarding schools. Anthropometric data of boys and girls aged 6-17 of years were analyzed. Normal growth rates for 91.3-94.3% of rural schoolchildren were established; Tall children were more often identified in families, and undersized one were revealed among those living in boarding schools (up to 8.9%). Normal values of body mass index were determined in 69.7-88% of schoolchildren; Overweight - in 10-26,9%, and body mass deficit - in 1,9-3,4% of children. In children liv

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Dissertations / Theses on the topic "Children of missionaries Boarding schools"

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MacKay, Donald J. "Commonalities in missionary children's boarding school experiences." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Stuart, Walter M. "Developing the full potential of the missionary kid a handbook for missionary kid parents and MK school personnel /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Leung, Hoi-san. "A boarding school mentally retarded children /." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982074.

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Leung, Hoi-san. "A boarding school :bmentally retarded children /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25945269.

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Lee, Tsz-ho Elvis. "A boarding school for autistic children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949512.

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Leung, Hoi-san, and 梁海珊. "A boarding school: mentally retarded children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982074.

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Lee, Tsz-ho Elvis, and 李子豪. "A boarding school for autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985282.

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Jung, UnKil. "Strategies for successful establishment and development of schools for missionary kids on the mission field." Lynchburg, Va. : Liberty University, 2001. http://digitalcommons.liberty.edu.

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Loft, Michael. "Through our own eyes : a study of healing as elucidated by the narratives of First Nations individuals." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100742.

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For some Aboriginal people, healing is a relatively new word that seems to have emerged and taken on a life of its own only after the 1990 Mohawk Crisis and the ensuing Royal Commission on Aboriginal Peoples (RCAP, 1996). In spite of the massive 4000-page RCAP report, some mainstream authorities (Brasfield, 2001) still believe that the meaning of Aboriginal healing has not been fully explained. In this study, an attempt will be made to widen the meaning of Aboriginal healing by examining ancient Haudenosaunee (People of the Longhouse) philosophy, historical cultural upheaval, and narratives fr

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Charley-Baugus, Fern. "A comparative study of on-reservation and off-reservation students' reading and vocabulary scores at an off-reservation boarding school." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/533.

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Books on the topic "Children of missionaries Boarding schools"

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Littlefield, Holly. Children of the Indian boarding schools. Carolrhoda Books, 2001.

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Native American boarding schools. Greenwood, 2012.

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Stout, Mary. Native American boarding schools. Greenwood, 2012.

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Sisquoc, Lorene, and Jean A. Keller, eds. Boarding school blues: Revisiting American Indian educational experiences. University of Nebraska Press, 2006.

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W, Anderson Ewan, ed. In loco parentis: Training issues in boarding and residential environments. D. Fulton, 1994.

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Second shelter: Family strategies for navigating therapeutic boarding schools and residential treatment centers. Lantern Books, 2013.

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Reilly, Charles B. The rising of lotus flowers: Self-education by deaf children in Thai boarding schools. Gallaudet University Press, 2005.

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Leslie, Diane. Fleur de Leigh in exile: A novel. Simon & Schuster, 2003.

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Leslie, Diane. Fleur de Leigh in exile: A novel. Simon & Schuster, 2003.

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Ziegesar, Cecily Von. The It Girl. Headline, 2007.

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Book chapters on the topic "Children of missionaries Boarding schools"

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Benson, John. "Missionary Schools for Children of Missionaries: Juxtaposing Mission Ideals with Children’s Worldviews." In The Changing World Religion Map. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9376-6_46.

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Allemann, Lukas. "The Perspective of Former Pupils: Indigenous Children and Boarding Schools on the Kola Peninsula, 1960s to 1980s." In Sámi Educational History in a Comparative International Perspective. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24112-4_6.

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Woolford, Andrew. "Missionaries, Agents, Principals and Teachers: Civilian Complicity in the Perpetration of Genocide in Indigenous Boarding Schools in New Mexico and Manitoba, 1879–19751." In Civilian-Driven Violence and the Genocide of Indigenous Peoples in Settler Societies. Routledge, 2021. http://dx.doi.org/10.4324/9781003015550-8.

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Winnicott, Donald W. "Sex Education in Schools." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271350.003.0062.

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In this essay, Winnicott asserts that in relation to sexual education, children need three things: people around them they can trust, a clear instruction in biology, and a steady emotional environment to grow and test all this within. Active adaptation is the watchword in all child-care and education. For younger children the answer is biology, the objective presentation of nature, with no bowdlerization. People with an urge to teach sex to children should be discouraged. In day-schools the children are able to be in touch with the growing families of relations and neighbours, but in boarding schools this may not be so, unless the staff are understanding and thoughtful. Organised sex instruction scares away the poetry and leaves the function and sex parts high and dry and banal. A child who unconsciously fears and flees from sex play may jump to a spurious sexual maturity.

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Murch, Mervyn. "Policy and practice proposals to support children and young people coping with interparental conflict and separation." In Supporting Children When Parents Separate. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447345947.003.0013.

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This chapter considers how the Caplanian approach might in time become embedded in a whole school system committed to a child's wellbeing and resilient mental health. The first part outlines policy and practice proposals, and looks further at how this approach to primary prevention should be applied not only in state schools but in the context of private boarding schools as well. The second part considers its potential application in the context of child-related litigation in family courts. The third part touches on its relevance to child and adolescent mental health services, and argues for the development of a broader consultative preventive mental health approach to augment and complement their specialist therapeutic intervention.

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Hansen, Ketil Lenert. "Educational Policy and Boarding Schools for Indigenous Sami Children in Norway from 1700 to the Present." In Nordic Childhoods 1700–1960. Routledge, 2017. http://dx.doi.org/10.4324/9781315231723-12.

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Belvadi, Anilkumar. "Institutional Genesis." In Missionary Calculus. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.003.0004.

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Chapter 4 traces the logic American missionaries employed in advocating Sunday schools as a suitable answer to their problem of finding audiences for their message. Bazaar-preaching did not produce many converts. Missionaries tried to expand the notion of itinerant preaching: rather than merely present Christianity as a personal path to a secure afterlife, they attempted holding out prospects for a better standard of living for all in this world if they accepted Christianity. The responses usually were those of admiration for the material facts they presented about “Christian countries,” but accompanied by an assertive rejection of any notion of Christian causality. The recalcitrance of their ill-educated adult interlocutors frustrated missionaries and their attention thence turned to children. However, thanks to the availability of government grants-in-aid after 1854, there was increased competition in education from non-Christian groups wanting to set up government-approved secular schools. It was in this context that missionaries felt that Sunday schools, being independent of government funds, could teach Christian doctrine without fear of interference. Further, they expected thousands of non-Christians, eager for any education in English, to attend Sunday Schools, disregarding the evangelical intent of the schools’ sponsors. The India Sunday School Union was formed in 1876 following extensive pan-denominational missionary discussions on the need for a formal organization patterned after “modern” Western bureaucracies, educational systems, armies, and so forth. The chapter details the methods, including the use of advertising, small bribes, and favor-seeking with influential, Christian-minded colonial officials, by which missionaries assembled students. The chapter ends with a statistical review of Sunday school attendance in the last two decades of the nineteenth century.

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Gjerdingen, Robert O. "Child Labor." In Child Composers in the Old Conservatories. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190653590.003.0004.

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The early conservatories were boarding schools. As children acquired useful musical skills, they were rented out to perform in the city. At what point does practical education turn into child labour and exploitation? From the perspective of earlier centuries, most children were expected to work. Farm children worked in the fields, the children of craftsmen and merchants worked in their shops. Families often needed the free labour of their children to make ends meet, and through work the children developed knowledge of the family business. The balance between learning and working shifted in a bad way with the industrial revolution. One can see similar forms of exploitation in the marketing of child musical prodigies. The chapter discusses the lives of three prodigies, one of whom was Mozart.

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Dichek, Natalia. "The First Steps in the State Systematization of Special Education: Ukrainian Experience." In Trends and Prospects of the Education System and Educators’ Professional Training Development. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch021.

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The paper will substantiate the author’s version of the retrospective analysis of the organizing in Ukraine in the 1920s-1930s the first state education system for the special children (the disabled), that is, children with physical or mental problems – blind, deaf, persons with mental or psychoneurotic problems. It is substantiated that for the first time in the history of national education, the state approach to the examination and selection, training, education, socialization or care of such children were legalized. In addition to specialized classes and boarding schools, the system of institutions for special children also included sanatorium schools, clinic schools, and speech therapy courses. During this period of time, a network of research institutions was also created – medical and pedagogical offices (1922), departments at the Ukrainian Research Institute of Pedagogy (1926) and the Ukrainian Psychoneurological Institute (1922), whose researches were engaged in the study of the special children and the development of methods for their rehabilitation training and possible correction of the health state. From the very beginning, the problem of the special children was considered in the unity of the pedagogical and medical aspects.

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Belvadi, Anilkumar. "A Pedagogical Testament." In Missionary Calculus. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.003.0005.

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Chapter 5 describes the efforts of American missionaries in putting together a philosophy of education for the new institution they intended to create in India. Since their views, materials, and organizational model were borrowed from the American experience, the chapter first reviews the functioning of the Sunday school in America. Between 1827 and 1838, beginning in Massachusetts, public schools came to be secularized. With the teaching of the Bible effectively proscribed in public schools, the American Sunday School Union, organized in 1824 and supported by several Protestant denominations, found that by 1838, it was obliged to work outside of the public-school system. As an institution dedicated to Christian and moral education, and, around the time of the Civil War as a public counseling center, it enjoyed broad support. By 1872, American Sunday school leaders had created a bureaucratized organization patterned after the very secular forces they had fought, as well as an elaborate seven-year curriculum, the Uniform International Lesson System. American missionaries imported these into India. They soon found, however, that their system could not be implemented in toto in the Indian context given the “heathen” home backgrounds of Indian children and the absence of suitably trained teachers. The chapter discusses missionary thinking on reaching out to the youngest children, using the latest “universal,” “scientific,” child-education and teacher-training methods, and locating all that was “modern” in the Bible itself. Creating a “philosophy of childhood,” and an institution with “form and system,” Sunday school missionaries transformed themselves into professional educators.

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Conference papers on the topic "Children of missionaries Boarding schools"

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Chepurko, Iuliia Iuliia chepurko, and Sofiia Aleksandrovna Sokolenko. "Interpersonal conflicts of social orphans of primary school age." In All-Russian Scientific and Practical Conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-53603.

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The article deals with the actual problem of social orphanhood, education and training of children of primary school age in boarding schools. The authors reveal the specificity of conflict interpersonal interaction among children of primary school age. The research methods used were the analysis of scientific literature on the problem of research, comparative analysis, synthesis, generalization. As a result, a program of conflict training for children was developed. Prevention and resolution of interpersonal conflicts among social orphans of primary school age will help to prevent the increase

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