This book brings together interdisciplinary scholars from history, theology, folklore, ethnology and meteorology to examine how David Cranz's Historie von Groenland (1765) resonated in various disciplines, periods and countries. Collectively the contributors demonstrate the reach of the book beyond its initial purpose as a record of missionary work, and into secular and political fields beyond Greenland and Germany. The chapters also reveal how the book contributed to broader discussions and conceptualizations of Greenland as part of the Atlantic world. The interdisciplinary scope of the volume allows for a layered reading of Cranz's book that demonstrates how different meanings could be drawn from the book in different contexts and how the book resonated throughout time and space. It also makes the broader argument that the construction of the Artic in the eighteenth century broadened our understanding of the Atlantic.

Many missionary societies established mission schools in the nineteenth century in the British Empire as a means to convert non-Europeans to Christianity. Although the details, differed in various colonial contexts, the driving ideology behind mission schools was that Christian morality was highest form of civilisation needed for non-Europeans to be useful members of colonies under British rule. This comprehensive survey of multi-colonial sites over the long time span clearly describes the missionary paradox that to draw in pupils they needed to provide secular education, but that secular education was seen to lead both to a moral crisis and to anti-British sentiments. -- .

Many missionary societies established mission schools in the nineteenth century in the British Empire as a means to convert non-Europeans to Christianity. Although the details, differed in various colonial contexts, the driving ideology behind mission schools was that Christian morality was highest form of civilisation needed for non-Europeans to be useful members of colonies under British rule. This comprehensive survey of multi-colonial sites over the long time span clearly describes the missionary paradox that to draw in pupils they needed to provide secular education, but that secular education was seen to lead both to a moral crisis and to anti-British sentiments. -- .

This book brings together interdisciplinary scholars from history, theology, folklore, ethnology and meteorology to examine how David Cranz's Historie von Groenland (1765) resonated in various disciplines, periods and countries. Collectively the contributors demonstrate the reach of the book beyond its initial purpose as a record of missionary work, and into secular and political fields beyond Greenland and Germany. The chapters also reveal how the book contributed to broader discussions and conceptualizations of Greenland as part of the Atlantic world. The interdisciplinary scope of the volume allows for a layered reading of Cranz's book that demonstrates how different meanings could be drawn from the book in different contexts and how the book resonated throughout time and space. It also makes the broader argument that the construction of the Artic in the eighteenth century broadened our understanding of the Atlantic.

In the nineteenth and twentieth centuries, thousands of pupils attended boarding schools in various places across the globe. Their experiences were vastly different, yet they all had in common that they were separated from their families and childhood friends for a period of time in order to sleep, eat, learn and move within the limited spatial sites of the boarding school. This book frames these 'boarding schools' as a global and transcultural phenomenon that is part of larger political and social developments of European imperialism, the Cold War, and independence movements. Drawing together case studies from colonial South Africa, colonial India, Dutch Indonesia, early twentieth-century Nigeria, Fascist Spain, Ghana, Nazi Germany, nineteenth-century Ireland, North America and the Soviet Union, this edited collection examines the ways in which boarding schools extracted pupils from their original social background in order to train, mold and shape them so that they could fit into the perceived position in broader society. The book makes the broader argument that framing boarding schools as a global phenomenon is imperative for a deepened understanding of the global and transnational networks that linked people as well as ideas and practices of education and childhood in the nineteenth and twentieth centuries.