Förderphase derExzellenz der einzige zum Thema Religion. Bund und Länderfördern das Vorhaben inder zweiten größte Forschungsverbund dieserund Art von den43 Exzellenzclustern inDeutschland Neuzeit bis hin zur heutigen Situation in Europa, Amerika, Asien und Afrika. Es ist der bundesweit der antiken Götterwelt überJudentum, Christentum und Islam inMittelalter und früher plexe Verhältnis von Religion und Politik querdurch dieEpochen und Kulturen: von 20 geistes- und sozial­ Dem Forschungsverbund gehören 200 Wissen Eine Veranstaltung des wissenschaftlichen Fächern und 14Ländernan. Sie untersuchen das kom- Exzellenzclusters „Religion und Politik“ derUniversität Münster. ­initiative von 2012 bis 2017 mit 33,7 Millionen Euro. > Registration to 05.07.2014 until [email protected] ­schaftlerinnen und Wissenschaftler aus

> Venue > Exzellenzclusters des Hörsaalgebäude JO 101 Raum 4 Johannisstraße Münster 48143 www.religion-und-politik.de Fax Tel. 48143 Münster Johannisstraße 1 Exzellenzcluster „Religion und Politik“ [email protected]

+49 251 83-23246 +49 251 83-23376

10. and 11.07.2014 and 11.07.2014 10. Workshop of the Cluster of Excellence “Religion and Politics” “Religion Excellence of the Cluster of Workshop The Changing Face of Education Missionary of Face The Changing

> [email protected] Tel.+49 251 83-23368 251 Tel.+49 Felicity Jensz Felicity World” and Governments in the British Colonial Colonial in the British and Governments “Educating the ‘Natives’: Schools, Missions, Missions, Schools, the ‘Natives’: “Educating Project B2-11 of the Cluster of Excellence: Excellence: of the Cluster B2-11 of Project > Organisation

Bildnachweise: Vince Musi/The White House, wikipedia > The Changing Face of Missionary Education The modern missionary movement provided many Indigenous recruited and trained? How were they perceived by others around and non-European groups exposure to European forms of know- them, including those in the schools, on the stations, in the ledge through informal and formal instruction, particularly through colonies, and in the home-countries of the missionary societies? schools. At such sites, various forms of knowledge and culture were How did changing political, social, and religious expectations affect dynamically transferred and transformed between Euro- their roles? What influences could, or did they, exert upon the curri- and pupils, as well as across other groups in classrooms that mixed cula? What role did individual teachers play in the epistemological cultures and ages, as well as religious, social and gender groups. cleavage between children and parents that many missionary groups deemed necessary to create in the nineteenth century? In what ways This workshop focuses upon the overlooked role of Indigenous and did these teachers perceive themselves as part of a transnational non-European people working within schools run by missionaries, religious or knowledge community? These are just some of the ques- including day-schools, boarding schools, and industrial schools. tions that will be explored in this workshop examining the changing Scholars from , Canada, Germany, New Zealand, and Switzer- face of missionary education. land will discuss case studies of individuals as well as various mis- sionary groups in order to compare the possibilities available to, as well as limitations placed upon, these non-European teachers within mis­sionary schools across the colonial world. How were these people

> Programme

Thursday, 10.07.2014 Friday, 11.07.2014 Confessional Influences in Mission Schools in Africa South-South Connections Chair: Felicity Jensz, Münster Chair: Rebekka Habermas, Göttingen 14:15–14:30 Greeting and Introduction 09:30–10:00 Catherine Mulgrave, the Returnee African as a Felicity Jensz, Münster Pioneer of Girl Child Education in the Gold Coast in the Nineteenth Century 14:30–15:00 Volkskirche, Volkekunde and Apartheid Educa- Abraham Nana Opare Kwakye, Basel tion: Missionary Education, German Anthropolo- gy, and Science in African Education 10:00–10:30 Negotiating Sources and Spaces: Bolivian Peter Kallaway, Cape Town Teachers, New Zealand Missionaries and the Bolivian Indian Mission, 1908–1941 15:00–15:30 ‘Bush schools’ and the Africanization of Catholic Hugh Morrison, Dunedin Faith. Missionaries, Teachers and Catechists in Southern Tanganyika, 1920s and 1930s Canadian Native Teachers Richard Hölzl, Göttingen Chair: Silke Strickrodt, Berlin Changing Attitudes Towards African Teachers 11:00–11:30 Ending a Mission, Beginning a School: Jesuit Chair: Patrick Harries, Basel Missions and the Culture of Education in the St. Lawrence Valley at the End of the Eighteenth 16:00–16:30 Christian Missions, Western Education and Century African Female Teachers in Nineteenth-Century Thomas Peace, London/ ON Sierra Leone Silke Strickrodt, Berlin 11:30–12:00 Indigenous Teachers at Grand River, Ontario in the Nineteenth Century 16:30–17:00 From ‘Evangelist’ to ‘Professional’ Teacher? Alison Norman, Peterborough/ ON Changes and Continuities in the Per­ception of African Teachers and African Teacher Training in 12:00–12:30 Trawling Indian Office Reports for Elusive Natal (1840s–1930s) References to Indigenous teachers in Canada, Nicolas Schicketanz, Basel 1867–1900 Felicity Jensz, Münster 17:00–17:30 The Establishment of Independent Schools in British East-Africa (1920s–1930s) Training Institutions and Cultural Intermediaries Ciprian Burlacioiu, München Chair: Hugh Morrison, Otago 17:30–18:00 Discussion 14:00–14:30 Recruitment, Training and Conflicts Surrounding ‘Native teachers’ in the Moravian Mission in the 19:00 Conference Dinner Danish in the Nineteenth Century Jan Hüsgen, Hannover 14:30–15:00 Recovering Cultural Intermediaries: Different Perspectives on a “German” Protestant Mission in Late Ottoman Beirut Julia Hauser, Göttingen 15:30–16:30 Discussion