Theorising missionary education the Bolivian Indian Mission 19081920

Theorising missionary education the Bolivian Indian Mission 19081920 Purpose Education was an enduring feature of the modern Protestant missionary movement. Historiographically, however, scholarship on the subject is often fragmented geographically and focused on the micro contexts in which missionary education occurred. The purpose of this paper is to explore the nuances of the missionseducation relationship, using a particular case study, in order to indicate alternative ways of conceptualising that relationship. It focuses on a small New Zealand evangelical mission working in Bolivia from 1908 and utilises the concept of sites to indicate the complexities that need to be considered in any particular study of missions and education.Designmethodologyapproach Educational activities and explanatory factors pertaining to the Bolivian site of missionary education are reconstructed from missionary archives. Different voices, agendas and readings are acknowledged in this reconstruction. In this way the article moves from a plain narrative about the mission and its educational activities to a more conceptual attempt to explain the application of education in the Bolivian context. The archives are read in the light of both historiography and theory.Findings The article indicates that a simple or monochrome reading of the missionseducation relationship is deficient. It grapples with the reasons why an explicitly evangelistic mission invested considerable energy and resources in education. Using the concept of sites it argues that this emphasis on education can be explained by a set of complex and overlapping factors reflecting historical timing, evangelical culture or mentalit, missionary geographical origins and local sociopolitical context. While this will not explain all sites of missionary education, the approach is a model of how to construct a complex reading that enables us to discern multiple voices and motivations.Originalityvalue This article addresses a lacuna of conceptual scholarship on missionary education. Furthermore it attempts to shift the focus onto four relatively neglected aspects in missionseducation scholarship missionary projects from colonial contexts, the South American context, the early twentieth century, and conservative evangelicalism. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png History of Education Review Emerald Publishing

Theorising missionary education the Bolivian Indian Mission 19081920

History of Education Review, Volume 42 (1): 20 – Jun 21, 2013

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0819-8691
DOI
10.1108/08198691311317660
Publisher site
See Article on Publisher Site

Abstract

Purpose Education was an enduring feature of the modern Protestant missionary movement. Historiographically, however, scholarship on the subject is often fragmented geographically and focused on the micro contexts in which missionary education occurred. The purpose of this paper is to explore the nuances of the missionseducation relationship, using a particular case study, in order to indicate alternative ways of conceptualising that relationship. It focuses on a small New Zealand evangelical mission working in Bolivia from 1908 and utilises the concept of sites to indicate the complexities that need to be considered in any particular study of missions and education.Designmethodologyapproach Educational activities and explanatory factors pertaining to the Bolivian site of missionary education are reconstructed from missionary archives. Different voices, agendas and readings are acknowledged in this reconstruction. In this way the article moves from a plain narrative about the mission and its educational activities to a more conceptual attempt to explain the application of education in the Bolivian context. The archives are read in the light of both historiography and theory.Findings The article indicates that a simple or monochrome reading of the missionseducation relationship is deficient. It grapples with the reasons why an explicitly evangelistic mission invested considerable energy and resources in education. Using the concept of sites it argues that this emphasis on education can be explained by a set of complex and overlapping factors reflecting historical timing, evangelical culture or mentalit, missionary geographical origins and local sociopolitical context. While this will not explain all sites of missionary education, the approach is a model of how to construct a complex reading that enables us to discern multiple voices and motivations.Originalityvalue This article addresses a lacuna of conceptual scholarship on missionary education. Furthermore it attempts to shift the focus onto four relatively neglected aspects in missionseducation scholarship missionary projects from colonial contexts, the South American context, the early twentieth century, and conservative evangelicalism.

Journal

History of Education ReviewEmerald Publishing

Published: Jun 21, 2013

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