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Books > History > Asian / Middle Eastern history
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Schooling Diaspora - Women, Education, and the Overseas Chinese in British Malaya and Singapore, 1850s-1960s (Paperback)
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Schooling Diaspora - Women, Education, and the Overseas Chinese in British Malaya and Singapore, 1850s-1960s (Paperback)
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Education has long been a cornerstone of Chinese culture.
Traditional Chinese norms have also held that the less education
and exposure to influence from outside the home a girl had, the
more likely she would be to remain true to conventional domestic
values and to remain morally upright. In the mid-nineteenth
century, overseas Chinese communities encountered a new perspective
via Western European and American missionary schools. Formal
education could be not just helpful but integral to preserving
female virtue and had the added benefit of elevating the
socio-cultural status of the overseas Chinese. As a result,
increasing numbers of girls began to attend school. Within a few
decades, other groups who sponsored female education-local Chinese
community leaders, mainland Chinese reformists, the British
colonial government-were offering a competing approach: education
for the sake of modernization. These diverse and sometimes
divergent priorities preoccupied educators, parents, politicians,
and, of course, the girls and women who attended these
institutions. In this work, Karen Teoh relates the history of
English and Chinese girls' schools that overseas Chinese founded
and attended from the 1850s to the 1960s in British Malaya and
Singapore. She examines the strategies of missionaries, colonial
authorities, and Chinese reformists and revolutionaries for
educating girls, as well as the impact that this education had on
identity formation among overseas Chinese women and larger society.
Such schools ranged from charitable missions operated by nuns who
rescued orphans and prostitutes, to elite institutions for the
daughters of the wealthy and powerful. They could tailor their
curricula to suit the specific needs of female students,
emphasizing domestic skills such as sewing and cooking, or, later,
training for "women's work" in teaching, nursing, or secretarial
jobs. They would help to produce what society needed, in the form
of better wives and mothers, or workers and citizens of developing
nation-states, while ensuring compliance with desired ideals.
Chinese women in diaspora found that failing to conform to any
number of state priorities could lead to social disapproval,
marginalization, or even outright deportation. Overseas Chinese
communities were mindful of these perils, and their responses were
as myriad as their modes of identity construction and adaptation.
They grappled with questions of how this project might support
Chinese nationalism, absorb the best of British colonial influence,
and strengthen their image as a stable, modern, and desirable
population in their countries of settlement. Bridging Chinese and
Southeast Asian history, British imperialism, gender, and the
history of education, Schooling Diaspora shows how these diasporic
women contributed to the development of a new figure: the educated
transnational Chinese woman.
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