Learning Femininity in Colonial India, 1820-1932
Published on 10. August 2018
Book
Paperback/Softback
352 pages
978-1-5261-3431-8 (ISBN)
Description
This book explores the colonial mentalities that shaped and were shaped by women living in colonial India between 1820 and 1932. Using a broad framework the book examines the many life experiences of these women and how their position changed, both personally and professionally, over this long period of study. Drawing on a rich documentary record from archives in the United Kingdom, India, Pakistan, North America, Ireland and Australia this book builds a clear picture of the colonial-configured changes that influenced women interacting with the colonial state.
In the early nineteenth century the role of some women occupying colonial spaces in India was to provide emotional sustenance to expatriate European males serving away from the moral strictures of Britain. However, powerful colonial statecraft intervened in the middle of the century to racialise these women and give them a new official, moral purpose. Only some females could be teachers, chosen by their race as reliable transmitters of genteel accomplishment codes of European, middle-class femininity.
Yet colonial female activism also had impact when pressing against these revised, official gender constructions. New geographies of female medical care outreach emerged. Roman Catholic teaching orders, whose activism was sponsored by piety, sought out other female colonial peripheries, some of which the state was then forced to accommodate. Ultimately the national movement built its own gender thresholds of interchange, ignoring the unproductive colonial learning models for females, infected as these models had become with the broader race, class and gender agendas of a fading raj.
This book will appeal to students and academics working on the history of empire and imperialism, gender studies, postcolonial studies and the history of education. -- .
In the early nineteenth century the role of some women occupying colonial spaces in India was to provide emotional sustenance to expatriate European males serving away from the moral strictures of Britain. However, powerful colonial statecraft intervened in the middle of the century to racialise these women and give them a new official, moral purpose. Only some females could be teachers, chosen by their race as reliable transmitters of genteel accomplishment codes of European, middle-class femininity.
Yet colonial female activism also had impact when pressing against these revised, official gender constructions. New geographies of female medical care outreach emerged. Roman Catholic teaching orders, whose activism was sponsored by piety, sought out other female colonial peripheries, some of which the state was then forced to accommodate. Ultimately the national movement built its own gender thresholds of interchange, ignoring the unproductive colonial learning models for females, infected as these models had become with the broader race, class and gender agendas of a fading raj.
This book will appeal to students and academics working on the history of empire and imperialism, gender studies, postcolonial studies and the history of education. -- .
Reviews / Votes
'Allender's attention to the interactions between the colonial state and British women who saw themselves as good citizens of the empire working on behalf of Indian women is a noteworthy contribution to our understanding of this period....Learning Femininity is a must-read for historians of empire and imperialism, Indian history, women's/gender history, gender studies, and the history of education.'Geraldine Forbes, State University of New York, Oswego, H-Asia, June 2017
'this book will long remain exemplary... an exceptional mastery of secondary literature, an indispensable reading of the role of women, their networks and their educational projects in India under British rule.' [trans.]
Professor Rebecca Rogers, Universite Paris Descartes, Paris, in Clio a lu, Clio, Femmes, Genre Histoire, no. 45 (June, 2017)
'This is an impressively detailed and rich study of the history of the education of girls and women in colonial India, based on extensive archival research in a range of localities...I have no hesitation in heartily recommending this rich and well-researched book to all those interested in the history of education in the nineteenth and early twentieth centuries, particularly the history of colonial education.'
Clare Midgley, Sheffield Hallam University, History of Education, February 2017
'In a meticulous study of female education in British India, Tim Allender illuminates the mutual constitution of race and gender over one hundred years of British colonial rule.'
Shefali Chandra, Washington University in St Louis, USA, Women's History Review, November 2016
'Allender's work is a compelling account of evolution, growth and development of female education in colonial India which originated within the framework of the state but went on to develop apparatus operating independent of the state that survived and outlived the colonial machinery.'
Subhasri Ghosh, Asutosh College, University of Calcutta, Kolkata, India, History of Education Review
'Tim Allender's Learning Femininity in Colonial India, 1820-1932 is a carefully researched and constructed book about British gender, class, and race agendas related to the education of girls and women in India. In a departure from much of the writing on this topic, which focuses on the education of Indian girls and women, the author considers the changing influences and networks of state-sponsored education under the East India Company and British Raj. Allender examines the classroom, hospital, and dispensary, spaces where women of different races interacted and carried out their work under the colonial state, to understand how female education reflected the East India Company and the Raj's attitudes toward women.'
Geraldine Forbes, State University of New York, Oswego, H-Asia, June 2017
'Based on a wide array of primary materials from both British and Indian repositories, Allender uses individual case studies along with broad, state-rendered policies to capture the complexities of women's lives on both sides of the colonial divide.'
Roberta Wollons, University of Massachusetts, History of Education Quarterly
'A thoroughly researched book drawing together many strands that analyse social processes spanning a century, between 1820 and 1932, and encompassing significant and productive developments in the field of women's education. In a densely written introduction, the author has extremely competently brought together an extensive range of themes and processes that have a bearing on the subject, principally dealing with the interface between the Raj, its policies and colonial subjects. The book has nine chapters, each of which deals with different aspects of colonial education, focusing on the school and medical care. The chapters have a wealth of detail and make for stimulating reading.'
Vasanthi Raman, Treasurer Centre for Women's Development Studies, New Delhi, Indian Journal of Gender Studies
'Based on vast archival researchin several continents, Learning Femininity pro-vides a dynamic view of women's education.'
Ishita Pande, Queen's University,Historical Studies in Education Vol. 29,no. 2
'In sum, Learning Femininity in Colonial India is a welcome and important contribution to the existing literature. Allender exposes the gradated and oblique forms of imperial exchange in a wide range of, mostly underexplored, imperial sites. Most significantly, this book expertly demonstrates how this history of gender and women's education is not a separate strand, but an integral element within the field of imperial studies.'
Saima Nasar, University of Bristol, International Journal of the History of Education
'Allender's book provides valuable insights on the micro-politics of colonial governance. This includes a nuanced analysis of female pro-fessional hierarchies based on racial categorisation.'
Dr Jana Tschurenev, Humboldt University, Berlin, Suedasien-Chronik - South Asia Chronicle, 7/2017, der Humboldt-Universitaet zu Berlin, S. 425-448
The panel was impressed with the depth of scholarship, the range of primary sources, and the author's own self-confessed awareness of both the strengths and limitations of his approach. Allender's book considers education in its broadest sense, ranging from institutional contexts to family, community and religious groups... The book departs from traditional chronologies of Indian and imperial history to make a valuable contribution not only to the fields of south Asian and gender studies, but also to the history of formal and informal education. History of Education (UK) Book Prize Citation -- .
More details
Series
Language
English
Place of publication
Manchester
United Kingdom
Target group
Professional and scholarly
Illustrations
1 Maps
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 21 mm
Weight
600 gr
ISBN-13
978-1-5261-3431-8 (9781526134318)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Tim Allender
Learning Femininity in Colonial India, 1820-1932
E-Book
01/2016
11th Edition
Manchester University Press
€38.49
Available for download
Person
Tim Allender is a Professor at the University of Sydney -- .
Content
Introduction
1. Finding feminine scholars, 1820-64
2. Shaping a new Eurasian moral body, 1840-67
3. Mary Carpenter and feminine 'rescue' from Europe, 1866-77
4. Both sides of the mission wall, 1875-84
5. Female medical care: the creation of a new professional learning space, 1865-90
6. Feminine missionary medical professionalism and secular medical feminists, 1880-1927
7. Code School accomplishments and Froebel: new boundaries concerning race and pedagogy, 1883-1903
8. 'Better mothers': feminine and feminist educators and thresholds of female interaction, 1870-1932
9. Loreto and the paradigm of piety, 1890-1932
Conclusion
Index -- .
1. Finding feminine scholars, 1820-64
2. Shaping a new Eurasian moral body, 1840-67
3. Mary Carpenter and feminine 'rescue' from Europe, 1866-77
4. Both sides of the mission wall, 1875-84
5. Female medical care: the creation of a new professional learning space, 1865-90
6. Feminine missionary medical professionalism and secular medical feminists, 1880-1927
7. Code School accomplishments and Froebel: new boundaries concerning race and pedagogy, 1883-1903
8. 'Better mothers': feminine and feminist educators and thresholds of female interaction, 1870-1932
9. Loreto and the paradigm of piety, 1890-1932
Conclusion
Index -- .