The child-adult analogy framed colonial rule as pedagogical through the 1940s.

Evidence

Comparing the colonised to children, Mill had argued that different civilisations required different institutions, just as children of different ages required different lessons. This pedagogical conception continued to inform British colonial policy into the 1940s. ‘The colonial system’, a UK Colonial Office official told a UN committee in 1947, ‘was a practical illustration of democracy under tuition.’ — Jessica Whyte, The Morals of the Market, 244

Categorization

• SEED: Possible article angle: how the ‘democracy under tuition’ framing persists in IMF conditionality, which treats borrower states as pupils needing instruction.
• XREF: connects to: Schooling as an autonomous age-based institution is a recent European colonial invention — Timothy Mitchell, Colonising Egypt, 301; European colonialism reshaped colonized subjects through the same discipline applied at home — Wael Hallaq, Restating Orientalism: A Critique of…, 256; Benthamite reformers saw schooling as a tool for colonial rule — Timothy Mitchell, Colonising Egypt, 938

Broader Connections

• European colonialism reshaped colonized subjects through the same discipline applied at home #expands (0.82) — Wael Hallaq, Restating Orientalism, 256
• Benthamite reformers saw schooling as a tool for colonial rule #corroborates (0.78) — Timothy Mitchell, Colonising Egypt, 938
• Schooling as an autonomous age-based institution is a recent European colonial invention #expands (0.75) — Timothy Mitchell, Colonising Egypt, 301