A Nation of Ink and Paint: Map Drawing and Geographic Pedagogy in the American Ceylon Mission

Autor/in	Balmforth, Mark E.
Titel	A Nation of Ink and Paint: Map Drawing and Geographic Pedagogy in the American Ceylon Mission
Quelle	In: History of Education Quarterly, 59 (2019) 4, S.468-500 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	Cartography; Geography Instruction; Educational History; Maps; Foreign Countries; Nationalism; Foreign Culture; Sri Lanka; Asia; United States + Suchen Sie Ihr Suchwort? Kartenkunde; Kartografie; Geography education; Geography lessons; Geografieunterricht; History of education; Bildungsgeschichte; Map; Karte; Ausland; Nationalismus; Fremdes; Ceylon; Asien; USA
Abstract	Emma Willard's map-drawing geographic pedagogy revolutionized early nineteenth-century American education, turning students into participants in the crafting of the new nation. This essay explores the conditions under which map drawing was transported to American missionary schools in South Asia and helped instigate a Tamil nation in British Ceylon. What did the missionaries intend the teaching method to impart? What were the consequences of this pedagogical form on dominant Tamil portrayals of space and identity in Ceylon? To answer these questions and to track the foreign career of American didactic mapmaking, this essay draws on print and manuscript archival materials, including two maps by a Tamil student at the American Ceylon Mission named Robert Breckenridge. The essay argues that the use of map-drawing pedagogy in Ceylon partially transmitted American ways of being in the world, which were consequential for local spatial knowledges and the crafting of a Tamil national identity on the island. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01