共查询到18条相似文献，搜索用时 171 毫秒
1.
1857年印度民族大起义后,英国在印度的统治开始不稳定。为了保证工业资本在印度的进一步剥削,英国逐步对前期的具体政策进行调整。一方面加强专制权力,实行高度集中的管理和控制,使殖民地的国家机器进一步集中、强化;另一方面,利用议会"民主"体制,使殖民地国家机器带有了资产阶级民主的某些特色,这在一定程度上缓和了英印间的民族矛盾。 相似文献
2.
郭家宏 《河南师范大学学报(哲学社会科学版)》2000,27(3):136-140
美国独立后,英国从美国革命中吸取教训．及时调整殖民政策,放弃了旧的重商主义殖民政策,加强了对殖民地政治上的控制,从而使印度、加拿大这两个殖民地得以巩固、扩大。英属北美殖民地和英属印度殖民地一起,构成了第二荚帝国的核心。英国对这两个殖民地的政策实际上代表了这一时期英国的帝国政策。英国对印度统治政策的调整,为英国统治落后地区殖民地提供了蓝本和依据。而英国对加拿大的新政策则确立了英国对英裔和非英裔白人殖民地的统治机制。这一时期英国帝国政策的调整,否定了旧的重商主义殖民政策,开始了新的自由主义殖民政策,奠定了英帝国发展的基础。 相似文献
3.
在近代史上,亚洲大部分地区相继被列强占领,非洲的绝大部分也成为殖民地,而拉丁美洲为什么没有遭到列强的瓜分?一、英国的拉美政策客观上阻止了列强对拉美的干涉,维护了拉美的民族独立拉美人民反抗宗主国的民族独立运动,给英国向拉美扩张提供了良机,英国急于夺取拉丁美洲以补偿它在北美殖民地所遭到的损失,特别是工业革命的发展,英国对充足的原料产地和广阔的商品市场的需求日益强烈。为了夺取拉丁美洲,英国采取了经济渗透和军事掠夺两种政策,一方面千方百计地冲破西班牙对殖民地的外贸限制政策,向拉美市场大肆倾销商品;另一方面,又趁西班牙… 相似文献
4.
北美13个殖民地建立后与宗主国长期保持相容、并存、互利的良性关系。英国通过在北美的殖民统治获取了巨大的经济利益的同时,客观上也促进了北美的全面开拓和发展。从1763年起,英国对北美殖民地的统治政策改弦易辙,然而“新殖民地政策”却导致双方共处关系的交恶与决裂。因此,英国殖民统治政策是制导殖民地与宗主国关系的核心因素,在北美发展及其与母国关系演化的过程中发挥着双重作用。 相似文献
5.
路恩芳 《历史教学(高校版)》2007,(5):68-70
长期以来,在历史教学中,我们总习惯地向学生灌输英国的重商主义政策是如何制约北美13州经济的发展,力图把北美殖民地变成它的原料产地和商品倾销市场,从而激起了殖民地人民的反抗,并最终导致了美国独立战争的爆发,等等。但是,从实际效果来看,英国对北美殖民地的政策还是相当宽松的,而且作为重商主义具体体现的《航海条例》还在一定意义上保护了殖民地经济的发展。因此,我们需要对英国重商主义政策给北美经济发展的实际作用进行具体的分析,不能笼统地以偏概全,简单否定。 相似文献
6.
毛蕾 《廊坊师范学院学报》2008,24(4)
英属北美殖民地自建立起便与宗主国长期保持了并存互利的关系。英国在从殖民地获取巨大经济利益的同时也促进了其全面开拓与发展。18世纪60年代初开始,英国对北美殖民地的政策由温和转向强硬,导致双方关系由共处演变为决裂,最终引发了独立战争。因此,英国殖民政策的转变是导致其与殖民地关系变化的直接因素,它在推动殖民地发展和独立的过程中发挥了双重作用。 相似文献
7.
吴洪宇 《历史教学(高校版)》2007,(5)
北美是英国的殖民地,它的货币问题深受英国重商主义政策的影响。北美殖民地的社会环境比较特殊:早期印第安人使用实物货币;殖民地不产金银,无法生产硬币;殖民地制造业能力不足,只能通过出口农产品和开展 相似文献
8.
韩建萍 《喀什师范学院学报》2009,30(5):48-52
在英国众多殖民地中,印度殖民地占有突出的地位。英国对印度的统治非常重视。随着社会环境的变化,它不断调整对印度的政策。18世纪末至19世纪初,为实现工业资本对印度的剥削,英国开始执行自由资本主义时期的殖民政策。与此同时,英国政府对殖民地的改造也开始了。 相似文献
9.
19世纪中期以后,印度成了英国最重要的殖民地。铁道是英国加强对印度殖民掠夺和统治的重要工具,英国在印度的铁道政策对近代英国、特别是印度的历史影响是颇为深刻的。一从1757年普拉西之战后,印度逐步沦为英国的殖民地。此后,英国资产阶级对印度的原料和市场怀有极大的奢望。但是,当时的印度却远远不能满足英国资产阶级的贪欲。一个英国国会议员在议会辩论中就曾埋 相似文献
10.
非殖民化是1945年至1951年英国工党政府对外政策的一个重要方面.在战后初期民族主义运动和国际社会的压力下,工党政府采取了顺应非殖民化潮流的政策和立场.对于英属殖民地,工党政府的基本原则是在不放弃帝国的前提下,促进殖民地的经济发展,稳住帝国的阵脚,同时从现实主义出发,对执意要独立的殖民地并不加以阻拦,工党的政策实际上打开了英国战后非殖民化的大门. 相似文献
11.
Clive Whitehead 《History of education》2013,42(4):441-454
Part II of this historiographical study examines British education policy in Africa, and in the many crown colonies, protectorates, and mandated territories around the globe. Up until 1920, the British government took far less interest than in India, in the development of schooling in Africa and the rest of the colonial empire, and education was generally left to local initiative and voluntary effort. British interest in the control of education policy in Africa and elsewhere lasted only from the 1920s to the 1950s, as territories assumed responsibility for their own internal affairs as a prelude to independence. Nevertheless, critics were not slow to attack British direction of colonial education in the 1930s and thereafter.In retrospect it is clear that colonial education policy was fraught with much confusion of purpose and lack of resources, apathy and hostility. The literature has ranged from close scholarly studies of education policy in individual countries to passionate and more theoretically based critiques of colonial schooling. But as immediate passions surrounding demise of the Empire have receded, alternative analyses have begun to emerge. 相似文献
12.
Clive Whitehead 《History of education》2013,42(3):315-329
Colonial education has been controversial and widely divergent interpretations have been offered from contrasting ideological perspectives. British imperial education policy was highly contended during the colonial era and remains a contentious issue amongst many contemporary historians and a critical review of the historiography of the subject is long overdue. British colonial education policy starts in India in 1813, the intention being to promote both Oriental culture and Western science. But a former Director of Public Instruction, writing in the 1920s, claimed that education had done far less for Indian culture than for the material and political progress of India. More recent academic writing about the history of education in British India has been both intermittent and of mixed quality. To date, much of the criticism of British policy appears to have been motivated more by emotion rather than by detailed scholarly analysis and this account argues that more ‘plodding’ in archives is urgently needed at the present time to substantiate, refine or refute the claims of India’s educational historians. This is the first part of a two‐part article, the second of which will deal with Africa and the rest of the colonial Empire. 相似文献
13.
Christine Winter 《课程研究杂志》2018,50(4):456-475
The main purpose of this article is to expose and disrupt discourses dominating global development in an English school geography textbook chapter. The study was prompted by a teacher’s encounter with cultural difference in a geography lesson in South Korea. I investigate the issues raised through the lens of a new curriculum policy in English schools called ‘Promoting Fundamental British Values’ which forms part of England’s education-securitisation agenda, a topic of international attention. Following contextualization across research fields and in recent curriculum and assessment policy reform, I bring together theoretical perspectives from curriculum studies and Continental philosophy that do not usually speak to each other, to construct a new analytical approach. I identify three key themes, each informed by colonial logic: ‘development’, ‘numerical indicators’ and ‘learning to divide the world’. The inquiry appears to expose a tension between the knowledge of the textbook chapter and the purported aims of the British Values curriculum policy, but further investigation reveals the two to be connected through common colonial values. The findings are relevant to teachers, publishers, textbook authors, policy-makers and curriculum researchers. I recommend a refreshed curriculum agenda with the politics of knowledge and ethical global relations at its centre. 相似文献
14.
Loh Kah Seng 《History of education》2015,44(5):575-594
The Singapore Polytechnic underwent a period of both rupture and adaptation as British advisers worked with the post-colonial government to facilitate technical education reform and Singapore’s transition to a nation-state. Established in 1958 and based on the metropolitan model, the Singapore Polytechnic constituted an imperial project for orderly development and decolonisation. It encountered criticisms from nationalists for its colonial links and a brief period of conflict between the advisers and the post-colonial People’s Action Party (PAP) government, underlining colonial Singapore’s uneven transition to its post-colonial future. However, the PAP quickly repaired its relationship with the advisers to plan the next phase of the Polytechnic’s development into a technical university in the 1960s. Unlike many other cases, the history of the Singapore Polytechnic suggests that technical experts, while tied to political interests, did not always fail. 相似文献
15.
李贤智 《湖南师范大学教育科学学报》2012,(1):15-18
英国高等教育在从精英教育迈向大众化、普及化的进程中,英国政府及高校通过制定走向扩招的入学政策、探索多元入学途径、建立招生服务机构,形成了以扩大参与为导向的高等教育入学政策。与此同时,英国政府也通过立法保证公平入学,并通过成立公平入学办公室、建立公平入学论坛、采取经费资助入学等方式,形成了一套行之有效的公平入学的政策。英国高等教育的这种扩大参与、公平入学二者兼顾的入学政策取向,为英国院校的入学政策带来巨大影响,也值得我们反思与借鉴。 相似文献
16.
黄光耀 《江苏广播电视大学学报》2013,(2):65-69
17世纪是英国第一帝国大厦构建时期,此间清教徒的作用相当突出。清教徒的作用源于清教主义思想的推动和指引,正是清教主义所鼓吹的宗教殖民思想为英国的海外殖民扩张和建立帝国提供了宗教上的"合法依据"和精神动力。 相似文献
17.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse. 相似文献
18.
Stephen Evans 《Journal of educational administration and history》2006,38(3):293-312
This article examines the evolution of language‐in‐education policy in Hong Kong during the first six decades of British rule (1842–1902). In particular, it analyses the changing roles and status of the English and Chinese languages during this formative period in the development of the colony’s education system. The textual and statistical data presented in the article provide a corrective to the claim that the British imposed English on their colonial subjects and in the process rode roughshod over the indigenous languages. The evidence suggests that Hong Kong’s education system provided opportunities for native students to attend purely Chinese schools, purely English schools or mixed‐medium schools. Although the British apparently attached more importance to English teaching, they were generally at pains to emphasise that English should not be studied at the expense of Chinese. The findings indicate that language policy (be it Chinese or English in orientation) was always tied in some way to Britain’s political and economic interests in the region. 相似文献