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Indigenous response to colonialism refers to the actions, strategies, and efforts taken by Indigenous peoples to evade, oppose, challenge, and survive the impacts of colonial domination, dispossession, and assimilation. It has varied depending on the Indigenous group, historical period, territory, and colonial state(s) they have interacted with.
Education in the Thirteen Colonies during the 17th and 18th centuries varied considerably. Public school systems existed only in New England. In the 18th Century, the Puritan emphasis on literacy largely influenced the significantly higher literacy rate (70 percent of men) of the Thirteen Colonies, mainly New England, in comparison to Britain (40 percent of men) and France (29 percent of men).
The education of girls in the Colonial era differed among the various colonies according to the religious and cultural practices the colonists brought with them from their countries of origin. The Central colonies (N.Y., Pennsylvania, Delaware, and New Jersey), for instance, more often offered elementary education to girls than did those of New ...
The Great Depression had a significant impact on education, schools, and teachers in the US South. The Depression caused a decline in school attendance due to budget crises of local school districts. The rise of unemployment and cuts in pay meant less tax revenue for schools, and many business leaders in the communities pressed, often ...
The world's colonial population at the outbreak of the First World War (1914) – a high point for colonialism – totalled about 560 million people, of whom 70% lived in British possessions, 10% in French possessions, 9% in Dutch possessions, 4% in Japanese possessions, 2% in German possessions, 2% in American possessions, 3% in Portuguese ...
Numerade analyzed data from the OECD to see how the U.S. compares with the rest of the world in its academic performance.
Melissa Dell documented the persistent, damaging effects of colonial labor exploitation under the mit'a mining system in Peru; showing significant differences in height and road access between previous mit'a and non-mit'a communities. [43] Miriam Bruhn and Francisco A. Gallego employed a simple tripartite classification: good, bad, and ugly.
Some Indigenous people view education as an important tool to improve their situation by pursuing economic, social and cultural development; it provides them with individual empowerment and self-determination. [63] Education is also a means for employment; it is a way for socially marginalized people to raise themselves out of poverty.