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The activities of the Aborigines Protection Society as a pressure group on the formulation of colonial policy 1868-80
No full textThe Aborigines Protection Society existed for the purpose of
protecting the rights of the indigenous populations of the colonies of the British Empire. It is the object of this thesis to demonstrate how effective it was in achieving this aim in a selected twelve year period, and to discover if these years were of particular significance
for the Society. To further this end the records of the Society and of the Colonial Office, the body which was directly concerned with the formulation of policy towards native peoples, have been examined in some depth.
The organization of the Society is first considered with the object of discovering how it believed it could most successfully achieve its aims. It is concluded that it was best able to do this through the means of a parliamentary pressure group. This group consisted of a fluctuating number of Members of Parliament, but also of a hard core
of regular supporters who associated with the Society in all its concerns.
To discover how effective the Aborigines Protection Society was, its activities are considered in so far as they affected its policy - for three different portions of the empire» the south-west Pacific, West Africa and South Africa. Its differing response to the state of
the native peoples of these regions reviewed. It is concluded that it met with varying degrees of success. Success when achieved was the result of a combination of factors. It depended upon a parliamentary campaign above all, but also the Society found it necessary to act with other groups interested in the colonies before
it was able to exert effective pressure upon the Colonial Office. The role of the Society's secretary was vital in this respect as he channelled and coordinated all activity towards the desired object
The capable child as a threshold concept for inclusive early childhood education and care
No full textIn this chapter we explore the process and outcomes of professional learning for a group of pre-school staff working in targeted early childhood education and care across an area identified as socio-economically deprived. In particular, we attend to voices of the small minority of research participants who maintained a deficit view of the capability of children in their care, despite the professional learning demonstrating the ability of young children to develop working theories through playful engagement with adults who are responsive to their exploration and thinking. Reflecting on such views we explore barriers to inclusive working that may lie deeply within even the most practiced and experienced ECEC staff. We recognise that the construction of the capable, agential child may be a privileged conceptualisation, and that a default construction of the dependent, deficit child may be in evidence across many ECEC practice contexts. The notion of the threshold concept (Meyer and Land 2003) is explored, where a threshold concept can be seen as akin to a portal that opens up new and previously inaccessible ways of thinking. We consider the extent to which the conceptual construction of the capable child is a threshold concept in the study and practice of early childhood education and care and argue that this underpinning construct impacts upon decisions and actions in practice that shape the inclusive - or otherwise - nature of early childhood and care
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