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12 August 2020 | Story Charlene Stanley | Photo Supplied
Dr Rebecca Swartz’s book Education and Empire: Children, Race and Humanitarianism in the British Settler Colonies, 1833-1880 has been honoured with various international awards.

Dr Rebecca Swartz, postdoctoral scholar in the International Studies Group, received glowing international recognition for her publication: Education and Empire: Children, Race and Humanitarianism in the British Settler Colonies, 1833-1880 (Cham: Palgrave, 2019). 

The book has won the prestigious Grace Abbott Book Prize (best book in English) from the Society for the History of Children and Youth (SHCY), which is awarded biannually, as well as the International Standing Conference for the History of Education (ISCHE) First Book Award. It has also been nominated for the Kevin Brehony prize from the History of Education Society (UK).

“It feels wonderful to have my work recognised by the international academic community,” said a delighted Dr Swartz.

Education as tool for oppression

She explains that the book traces the involvement of government in the education of indigenous people across a number of former British colonies.  

“It shows how education was increasingly seen as a government responsibility towards indigenous people during the nineteenth century. However, this does not mean that there was widespread access to education in the colonies; rather, education was provided along racial lines. In the two major sites of my study, KwaZulu-Natal (then Natal) and Western Australia, education for indigenous people was used to train them as workers, rather than to provide a literary education. The book shows that even when education was posed by imperial and colonial governments as a humanitarian intervention – something that would ‘uplift’, ‘improve’ or convert or ‘civilise’ the population – in settler colonial contexts such as South Africa and Australia, it was part of the apparatus of control and dominance over colonised people.”

For her, the most remarkable thing that her research has brought to light, was how the colonial project was full of contradictions. The imperial government provided education to the very same people it dispossessed of land and coerced into settlers’ labour forces.
“It was important for the British imperial government to appear to be humanitarian in outlook. However, they did not consider halting colonial settlement, and continued to violently colonise other parts of the world. As the nineteenth century progressed, they increasingly turned to rigid racial hierarchies to justify their practices,” says Dr Swartz.

International accolades

The SCHY called Dr Swartz’s work “a tour de force and an impressive template for how to do a multi-sited history where childhood is central to questions of imperial, political and educational history.”

The award committee’s commentary also stated: “Drawing on detailed archival research relating to the education of indigenous children in a range of British settler colonies, Rebecca Swartz offers convincing new insights into the centrality of childhood to shifting ideas around race and indigeneity in the British imperial project.”Some of the criteria considered by adjudicators of the ISCHE award were: Excellence and thoroughness of historical research, innovative and rigorous thinking, use of original and primary materials, and impact on history of education. 

Relevance for SA education today

Dr Swartz believes the book shows that education (both schooling and broader social education, such as teaching children good manners and morals, for example) is always reflective of broader political contexts.

“My work shows how in this country, education systems were actually set up to support and sustain forms of colonial rule by keeping certain skills, institutions, and systems of knowledge away from the majority of the population, while simultaneously denigrating their pre-existing knowledge and education systems. We need to understand more about the colonial origins of our education practices if we are to radically shift these in order to make education more equitable and inclusive,” she explains. 

ISG stimulating intellectual excellence

Dr Swartz describes the International Studies Group as “the most stimulating intellectual home that I have had in my research career to date”. She is grateful to be part of a community of brilliant scholars from all over the world, guided by Prof Ian Phimister, ISG Head, sharing ideas in formal seminars and also enjoying informal exchanges of ideas over coffee in the mornings.

“Prof Phimister has been a wonderful host and mentor. He is always available for advice and to read work, but also allows us postdocs to get on with what we do best: research and writing.”

News Archive

Twenty years of the constitution of South Africa – cause for celebration and reflection
2016-05-11

Description: Judge Azar Cachalia Tags: Judge Azar Cachalia

Judge Azar Cachalia

The University of the Free State’s Centre for Human Rights and the Faculty of Law held the celebration of the twentieth anniversary of the adoption of the South African Constitution on 11 May 2016 on the Bloemfontein Campus.  Students and faculty members celebrated and reflected on not only the achievements of the constitution but also on perspectives regarding its relevance in modern society, and to what extent it has upheld the human rights of all citizens of South Africa.

The panel discussion started with a presentation on the pre-1996 perspective by Judge Azar Cachalia of the Supreme Court of Appeal.  Judge Cachalia reflected on his role in the realisation and upholding of the constitution, from his days as a student activist, then as an attorney representing detainees during political turmoil, and currently as a judge: “My role as an attorney was to defend people arrested for public violence. My role as a judge today is to uphold the constitution.”  He stressed the importance of the constitution today, and the responsibility institutions such as the police service have in upholding human rights.  Judge Cachalia played a significant role in drafting the new Police Act around 1990, an Act which was to ensure that the offences perpetrated by the police during apartheid did not continue in the current democratic era. Further, he pointed out that societal turmoil has the potential to make society forget about the hard work that was put into structures upholding human rights. “Constitutions are drafted in moments of calm.  It is a living document, and we hope it is not torn up when we go through social conflict, such as we are experiencing at present.”

Thobeka Dywili, a Law student at the UFS, presented her views from the new generation’s perspective.  She relayed her experience as a student teaching human rights at schools in disadvantaged communities. She realised that, although the youth are quite aware of their basic human rights, after so many years of democracy, “women and children are still seen as previously disadvantaged when they should be equal”. She pointed out that, with the changing times, the constitution needs to be looked at with a new set of eyes, suggesting more robust youth engagement on topics that affect them, using technology to facilitate discussions. She said with the help of social media, it is possible for a simple discussion to become a revolution; #feesmustfall was a case in point.

Critical perspectives on the constitution were presented by Tsepo Madlingozi of University of Pretoria and University of London. In his view, the constitution has not affected policy to the extent that it should, with great disparities in our society and glaring issues, such as lack of housing for the majority of the poor.  “Celebration of the constitution should be muted, as the constitution is based on a decolonisation approach, and does not directly address the needs of the poor. The Constitutional Court is not pro-poor.”  He posed the question of whether twenty years on, the present government has crafted a new society successfully.  “We have moved from apartheid to neo-apartheid, as black elites assimilate into the white world, and the two worlds that exist have not been able to stand together as a reflection of what the constitution stands for.”

Prof Caroline Nicholson, Dean of the Faculty of Law, encouraged more open discussions, saying such dialogues are exactly what was intended by the Centre for Human Rights. She emphasised the importance of exchanging ideas, of allowing people to speak freely, and of sharing perspectives on important issues such as the constitution and human rights.

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