...A) During the revolutionary era, Enlightenment ideals such as political, economic, and religious freedom, protection of rights and property, and individual responsibility and natural rights greatly influenced the new nation's government. These ideas began to affect American culture, such as women's roles, family roles, education, and religion. One of the primary changes resulted from social structures. Family members usually had specific roles during the colonial era. Fathers were revered and were considered the heads of their household and the custom of primogeniture was present, which meant that a family's firstborn son inherited the family's wealth. Furthermore, women had subordinate roles in society during the colonial era....
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...colonization of the United States evolved. When the first settlers arrived, women held a much more equitable role, laboring alongside the men to establish the country’s first settlements. As the initial settlements grew, the women who had proved vital in their creation were expected to lay down their hammers and saws and return to the family sphere. The supposition being that the return of the American woman to the family sphere was a returning to of them to their natural roles. She would leave the public sphere and revert to the more domestic arena where her concerns would be the raising and education of her children, as well as the management of the household. Colonial women largely took to this role, and existed fully within the family sphere and worked hard to ensure the success of her home as if: “…her whole heart and soul were in its success…” (Holliday, 1968). Married woman in the Colonial era dwelt within the family...
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...Tertiary Education During the colonial period tertiary education consisted of theological education provided by different religious denominations for the training of their clergy, teachers colleges training primary school teachers, nursing schools training registered nurses, and a college of agriculture training agricultural technicians. Only a fraction of 1% of the labor force received any form of tertiary education (Miller, 1999). The reforms in the populist period involved both the creation of new institutions as well as the expansion of those that had existed. New institutions that were created were the University of the West Indies, which served the region, the creation of the College of Arts, Science and Technology (CAST), the Maritime...
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...underlying flaws may explain some of the issues that have been associated with African states today. Next I examine the development of, or lack of, civil society and the institutions which took place across the continent in the colonial era. In particular, I consider the lack of education and judicial authority and how this affected the formation of the structures which exist in the post-colonial era. Lastly, the economic legacy of colonialism is analysed, and whether the failure of African states to prosper can be explained by colonial practices. State Formation Ever since the boundaries of Africa were drawn up in 1884/5, very little has changed in terms of the continent's territorial divisions. Much has been made of the fact that the post-colonial states which constitute Africa were the products of colonial demarcations, and whose territories are not congruent to existing political and ethnic organizations. Ethnic conflict within states is an unfortunate feature of several African states, and one which undoubtedly retards development of any kind. There has been debate surrounding the nature of African ethnicities and whether they were synthetic constructs created by colonial powers(Berman 1998), or a continuation of traditional polities within the colonial landscape(Spear...
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...have been forced to endure extreme social, economic and political inequalities, which originated during the colonial period and persist to present day. Although they have initiated countless protests and uprisings and are arguably the backbone of Mesoamerican economic development, they remain in a subordinate position in society and suffer considerably from the lack of education, inadequate health care, malnutrition and repeated human right violations. This essay discusses the disproportionate social, economic and political circumstances of the Mexican indigenous population throughout the last 500 years, and the institutions, ideas and attitudes that have persisted in terms of three major stages: the colonial period, post independence and the post revolution era. First, through the ecomienda system, Spanish political sovereignty, and social reorganization, the colonial period established the foundation for most of the oppressive institutions in Mexico today. Second, the post independence era did not bring sovereignty, equality and freedoms to the indigenous as it did to other sectors of Mexican society, but rather served to propel them even further into the depths of subordination under the rule of an elitist and repressive Criollo class. Lastly, following the Mexican revolution the indigenous did receive some concessions early on in the form of education, healthcare and land redistribution, however those considerations soon ended and toward the latter part of...
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...changes that have taken place in Kenya, from the pre-Christianity period to the current period, and the changing roles of women overtime. * How marriage and religion as institutions of marriage and religion, which are founded on a patriarchal tradition, contribute to women’s powerlessness and silence, especially under the HIV/AIDS regime. KENYA WOMEN IN THE PRE-COLONIAL AND COLONIAL PERIOD The British colonized Kenya for over 60 years and she was granted her independence on 12 December,1963. In 1964, the country became a republic, with Jomo Kenyatta as its first president. In order to understand the position of Kenyan women in the modern political and economic dispensation, it is necessary to make clear the structures under which they operated before the colonial period and during the colonial era. The status of Kenyan women deteriorated during the colonial rule. This deterioration was particularly noticeable because, in the pre-colonial era, although women were to some extent subordinate to men under the African customary law, in many respects the roles of women were complementary in nature’ Pre-colonial Kenyan communities practiced subsistence agriculture and some forms of trade. Production was only meant to meet the basic needs of the family as opposed to profits. Division of labour was gender based women performed between 70 and 80 % of the total workload available.one of the important features carried over from traditional to modern Kenya is the importance of marriage...
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...In Colonial Latin America, women resignedly occupied inferior roles in the political, economic, and social spheres that dictated the happenings of their daily lives. Society did not view women as equivalent to their male counterparts and thus aimed to restrict and diminish their intellect and political agency. Their most effective manner of perpetuating this oppression was to discourage women from seeking an education. From a colonial mindset, the duty of the woman was to meekly obey the desires of the paternal figures in her life and aspire to become a wife and mother; the only acceptable alternative was to devote her life to Catholicism by entering into a convent with the intent of becoming a nun. Although both options deprived women of their right to self-autonomy, the latter offered lesser societal confinements. Sor Juana Inés de la Cruz was a woman who challenged the social norm that women were not worthy of entering the realm of academia. Her inquisitive nature and desire for knowledge prompted her to...
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...Education in Colonial America Marjorie Waloski Introduction to Elementary Education Professor Susan Bridges Abstract The education system in Colonial America is very different from the education system of modern times. Education usually began in the home and in the fields. Lower class students only received an elementary education while upper class students went on to higher education. Native American and African American children received little to no education at all. Students were not required to be educated until 1642. Teachers were known as schoolmasters and were not regarded as highly as teachers are today and the profession required very little education. The education system in Colonial America In Colonial America education got its roots from English culture. The main reason for basic elementary education was to teach the male children how to read and write so they could study verses from the bible. Female children also received elementary education that was geared towards the work they would eventually have to do in the home. Secondary schooling was offered to upper class families where the male children would learn subjects like Latin and Greek (Parkay & Stanford, 2009, p. 143 & 144). According to Peterson (1983) “Education in early America began in the home at the mother’s knee, and often ended in the cornfield or barn by the father’s side” (Education began in the homes and the fields section, para. 1). Standards and styles of education...
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...This essay seeks to discuss the major factors that led to intra-state conflict in Rwanda that ultimately resulted in the April 1994 genocide. My discussion will start by giving a historical background to the nature of relations that existed between the two ethnic groups during the colonial era. It is during this era that seeds of hate between the two ethnic groups were perpetrated. My discussion will then focus on how events in the post-colonial era unfolded resulting in the genocide activities. Before going into the detailed discussion, there is need to define the terms intra-state conflict and genocide. Intra-state conflict is the occurrence of armed conflict within rather than between states. These conflicts involve ethnic or religious groups fighting against each other or against the government to secure autonomy, independence or well-being. Intra-state conflicts are therefore mostly referred to as ethnic or civil conflicts. These conflicts usually break out when one group-ethnic, religious or social feels disadvantaged or exploited by another group in the same state and tries to change that through violence. According to Aldelman (2005), the Rwanda 1994 genocide was the most appalling case of mass murder the world has witnessed since the Second World War. The genocide resulted from the deliberate choice of a modern elite to foster hatred and fear to keep itself in power. According to Shah, (2006), this was a case of the majority Hutu who comprised 85% of the population turning...
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...Spanish Colonial Journalism Philippine Journalism has come a long way and walked a tedious path beginning when the Spaniards of the late 16th century, to its transient hiatus during the Marcos regime, to today’s modern practices. Ferdinand Magellan, a Portuguese maritime explorer, anchored his ship near the shores of the Philippine Islands. Magellan, who was in service of the Spanish crown, was in search for the Spice Islands of Indonesia. But fate carried them to the Philippine Archipelago and certain objectives followed suit. The Spaniards decided to bring along with them their Spanish culture. At first, their concerns were not about civilizing and educating the native Filipinos, but as time went on, they saw to it that they would use the Filipino people together with their lands and resources to their advantage. Scholars in Philippine History who studied this certain period of time would say that their objectives were the 3 Gs: God, Gold and Glory. Glory and gain were not just the main concerns of these foreign colonists, but more importantly, imparting Christianity. Religion has also become one of their objectives. They have introduced and imposed the Roman Catholic faith to the Filipinos. The Filipinos, being an anito-worshipping civilization, gradually embraced the new faith presented to them. The Spanish colonial era has given the Filipino people the mark of an improving civilization. This era has culminated the idea of education and morality, creating progression in various...
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...This essay addresses several reasons as to why is an understanding of the history of Schooling in South Africa important for teaching and learning today. Africans have always had their own formal educational system long before the invasion of Europeans in Africa (Hlatshwayo, 1658-1988, 28). The purpose of this system was to instill societal values and behavior, it was an inclusive system because all the society was involved in the education system. In 1658 the first type of European or western cultured school was opened in the Cape, in particular for young African slaves in order to teach them about Christianity and civilization (Hlatshwayo, 1658-1988, 28). The latter was the beginning of colonialism in the South African Schooling system. Nelson...
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...During the colonial era, distinct political, religious and economic conditions led to settlement in America. Many diverse groups of people played roles in this settlement and created truly unique societies along the eastern seaboard, in the southwest, and in the upper Great Lakes regions. Drawing from the examples in your textbook, consider the perspectives of large landowners, farmers, artisans, native Americans, women, indentured servants, and slaves and discuss a couple of the groups of people who you believe were most instrumental in the creation of the unique colonial societies and why. Please include specific examples from your textbook and cite your sources. Answer: Every group given above played crucial role in creation of the unique colonial societies. The groups which I believe most instrumental in the creation of the unique colonial societies were slave and large landowners. Majority of the slaves were black. They were brought from African countries. The first slaves to be brought to the British colonies of North America were disproportionately male. Considered more valuable workers because of their strength, enslaved men performed labors that ranged from building houses to plowing fields. Their major role was to assist their masters in farming. Some slaves used to work in industries. Lots of restrictions were imposed on slaves. Slaves were not allowed to live with their families. They were forced to work for 18-20 hrs. In return of their hard work, they were...
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...Does Language Affects Learning? I. COLONIAL POLICIES A. SPANISH ERA (1521-1898) -One means of control was to limit access to language and education except for the elite ilustrado class that was generally composed of wealthy Filipinos who were economically and socially positioned to conform with and support Spanish colonial agenda. B. American Era (1898-1946) - -Americans found ideal colonial subjects who were receptive to the opportunities given by English, “the most potent weapon of the colonial government” - It was therefore easy for Americans to bring English to Philippines because of the “positive attitude” of Filipino towards Americans and the incentives given to Filipinos to learn English in terms of career opportunities, government service and politics. II. LANGUAGE POLICY AND PLANNING (LPP) 1974- Bilingualism in the Philippines was introduced, wherein two Media of Instructions were used. English was used in teaching English, Communication Arts, Mathematics, and Science while Pilipino was used in subjects Social Studies and History. 1985- Evaluation of the program revealed no significant gains only indicators of benefits for Tagalog speaking regions 1987- Filipino was declared as the National Language -Marks the start of “Bilingual Education” wherein Filipino was mandated to be the language of literacy and language of scholarly discourse while English was described as the international language and non-exclusive language...
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...home to a trading port and is what you would call a contact zone, a place where distinct cultures clashed. This time period designated the end of an era of colonialism and the beginning of an era of post-colonialism. Colonialism demanded direct domination over a culture and often met with heavy resistance which resulted in a high-risk. In response to the end of colonialism, ideas such as the Association Theory were implemented in order to establish control over Native people having a lower-risk. The Association Theory as explained by Sarah De La Croix meant “…direct cooperation, based on European ways, between European officials and educated Natives. Those of you who have advanced would be invited to join together with us in governing the Indies. So the responsibility would no longer be the burden of the white race alone.” (Toer 145). Bluntly speaking, this was a doctrine that sought to create Javanese puppets for the Europeans. Arguably, colonial governments were only concerned with education so that they could create an army of Natives for themselves. Soldiers by the name of bupati’s who would wear the armor of their people but provide patriotic duty for the Europeans. This novel focuses around characters such as Minke and Nyai who are prey to the Association Theory because they have received European educations. With education being provided to Natives it is important to consider that “New knowledges do not simply stuff the heads of existing people with new ideas; they serve...
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...colonist divided themselves according to their ethnic, regional, racial, and religious differences (Davidson, 2006). Because many of these immigrants had no money and no way to pay for their trip to America, they had arrived in the colonies already signed into indentured servitude (Davidson, 2006). The population increase had a significant impact on the lifestyles of the colonists in the eighteenth-century. At this time the birth rate had increased dramatically as women typically gave birth to five to eight children. This fast population increase made nearly every part of the eighteenth –century American life more frantic and hectic. Social relations in the era grew more strained, as many of the colonials found that this diversity made it impossible to form a shared and common identity. Eighteenth-century colonial societies most often divided along many social lines (Davidson, 2006). An individual’s political and legal rights determined their social class; additionally, clothing was a key factor, as well as a person’s religious affiliation and obligations. The gentry’s class had access to most money and financial power, the highest...
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