Elizabeth E. Prevost
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780199570744
- eISBN:
- 9780191722097
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199570744.003.0002
- Subject:
- History, World Modern History
This chapter investigates the campaign for female education in Anglican missions in Madagascar through the women's wing of the Society for the Propagation of the Gospel, and particularly through the ...
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This chapter investigates the campaign for female education in Anglican missions in Madagascar through the women's wing of the Society for the Propagation of the Gospel, and particularly through the work of Emily Lawrence and Gertrude King. In the late nineteenth century, missionaries and the indigenous Merina state engaged in a collaborative effort that tied evangelism to education; however, the day‐to‐day work of evangelism involved a constant struggle over the terms and meanings of Christianity, particularly in the context of illness and healing, and the rituals surrounding rites of passage. Moreover, the French colonization of the island in 1895 undermined Protestant hegemony. This chapter traces the how the ideology and practice of residential education responded to this changing political and social context, shifting from a rescue effort for protecting young girls to a professional scheme for training Malagasy women.Less
This chapter investigates the campaign for female education in Anglican missions in Madagascar through the women's wing of the Society for the Propagation of the Gospel, and particularly through the work of Emily Lawrence and Gertrude King. In the late nineteenth century, missionaries and the indigenous Merina state engaged in a collaborative effort that tied evangelism to education; however, the day‐to‐day work of evangelism involved a constant struggle over the terms and meanings of Christianity, particularly in the context of illness and healing, and the rituals surrounding rites of passage. Moreover, the French colonization of the island in 1895 undermined Protestant hegemony. This chapter traces the how the ideology and practice of residential education responded to this changing political and social context, shifting from a rescue effort for protecting young girls to a professional scheme for training Malagasy women.
