Enlightenment and mission in early nineteenth century South Africa

In the early 19th century the London Missionary Society’s activities in South Africa were the subject of great scandal and a source of disrepute. The behaviour and attitudes of the first wave of LMS missionaries had challenged, and caused outrage, to both the political and moral norms of the colony. The radical attitudes and unconventional private lives of many of the early missionaries had also clearly shocked the Directors in Europe. In these controversies, and in the manner that the Society dealt with them, there can be read a contestation about not only the character, but also the purpose of mission activity. Was the Missionary task to work for political stability, to spread European values and help prepare a compliant and educated workforce? Or was it to save ‘lost souls’ and turn people away from idolatry and sin? Or, again, was it to fight for the oppressed, to liberate slaves and oppose tyranny? These debates were framed in complex and contradictory ways by a larger discussion that was informed by the new ideas and agendas that had emerged in the 18th century, commonly referred to as ‘The Enlightenment’. This paper traces the contours of an engagement between ‘Evangelical’ values and ‘Enlightenment’ principles through an exploration of the issues of the day such as: abolitionism, women’s rights, civilization and savagery. [From the Author]

University education as a public service

There is no tradition of public service in large parts of English higher education. This is because historically HE in England has seen itself as independent of the state and unaccountable to the public for its twin roles of research and teaching. These serve its own interests conceived as advancing knowledge and ensuring the continued transmission of that knowledge to future generations. The dominance of this conception explains the so-called ‘academic community’s’ Gaderene rush to abandon free HE in England. Resistance to preserve and extend public service HE will therefore predictably come mainly from former-local authority further and higher education institutions.

The vague, the viral, the parasitic: Piranesi's metropolis

In mid-18th century Giovanni Battista Piranesi’s etchings systematically document the old and new monuments, decrepit buildings and broken down infrastructures of a Rome that continues to inhabit and reinvent its past. His views of Rome offer a devastating account of the blurring of distinctions and articulations that time, use and neglect have imposed on the old differentiations of the urban and the rural, the public and the private, the monumental and the domestic in the 18th century city. Rome becomes for Piranesi the laboratory for a questioning of architecture that places his work well beyond the debate on style and on the origin that dominated the architectural discourse of his time. This paper suggests that Piranesi’s images anticipate the dispersion and sprawl of the city of today, in which the ‘vague’, the ‘viral’ and the ‘parasitic’ become modes of inhabitation and of transient negotiated definition. In the Antichità di Roma, ancient buildings are represented not only in their large scale and magnificence, but also in their decay and reversal to a state of naturalness. These works, together with the acute observations of the Vedute di Roma, provide the materials that are then dislocated, manipulated, cloned and endlessly mutated by Piranesi in the synthesis of the Campo Marzio dell’Antica Roma, in which the historical city is almost entirely dissolved and replaced by an extraordinary congestion of fragments. When they are re-examined on the grounds of contemporary architectural and urban theory, the sites of Piranesi's views reveal anticipations of phenomena that affect the metropolis of today. Political, social and economic conditions have changed dramatically, but the questions asked of architecture in and by these sites challenge the definition of an architecture of style, forms and boundaries - in the 18th century as well as in the 21st -in favour of an architecture of change.

(Un)veiling desire: re-defining relationships between gendered adult education subjects and adult education programmes

My underlying argument, in this paper, is that conceptualisations of power as a commodity, through which the 'disempowered-as-illiterate' subject moves towards becoming an 'empowered-as-literate' subject, forces constructs of identities into a powerful/powerless dichotomy which does not always do justice to diverse experiences. The claimed 'empowering' intentions of adult education programme and policy practice may, in reality, contribute to the dominance of restrictive disciplining and regulatory discursive practices. Moving away from emancipatory trajectories of adult education programmes that allege only liberation from domination, through 'literacy', can promise freedom points to another position of hope. Drawing on Foucauldian analysis, I explore sites of resistance as possibilities of transforming 'structures of understanding' at different levels. Officially validated and recognised transformations, in adult education programme as well as policy understandings, of the 'illiterate' subject may also hope to include choices in postures of autonomy (see Spivak 1996) made by programme participants in other 'fields' of socio-cultural practice linked to their material realities. Subsequently, 'empowerment' of the 'illiterate Indian village woman' cannot solely be imagined as a product of laws, policies and institutional discursive practices (see, for example, Gouws 2005; Rai 2003 on gender mainstreaming and Mosse 2005 on aid policy and practice). The 'illiterate Indian village woman' represented as a site of resistance, throughout this paper, displaces homogeneous representations of the 'illiterate' which situate her in the role of 'dependent' or 'victim', as failed attempts to rob her of her historical and political agency (Mohanty 1996). Through narrating other 'images' of refusal in my ethnographic vignettes, I hope to recognise different individuals' sense of agency, at all levels, as embedded in and evolving through forms of collective action that activate differences in order to develop possibilities and sustain hope for transforming historically rooted discursive practices of inequality. I provide ethnographic accounts of resisting 'literacy' programme participants, based in different villages in Bihar (Northern India), as accounts of resistance impacted on by notions of norms, translating and interpreting Others, networks and empowerment.