University of Macau / Faculty of Social Sciences and Humanities. / Department of Government and Public Administration

This thesis resituates the Community Development programme as the key social intervention attempted by the British Colonial Office in Africa in the late 1940s and early 1950s. A preference for planning, growing confidence in metropolitan intervention, and the gradualist determination of Fabian socialist politicians and experts resulted in a programme that stressed modernity, progressive individualism, initiative, cooperative communities and a new type of responsible citizenship. Eventual self-rule would be well-served by this new contract between colonial administrations and African citizens. The thesis focuses on the implementation of the Mass Education programme in Nyasaland, and, more specifically, on a small but significant Mass Education scheme at Domasi, that operated between 1949 and 1954 in Nyasaland??s south. The political and social context in which the Mass Education scheme was implemented in Nyasaland is important. The approach taken by the government of the Protectorate before the mid-1940s is discussed, and previous welfare interventions described and critically assessed. The initial approach to Mass Education in Nyasaland is also dwelt upon in some detail. The narrative concentrates upon the scheme itself. Three themes emerge and are discussed successively ?? the provision of social services adapted to the perceived needs of Africans, the enforcement of environmental restrictions and inappropriate social and agricultural models, and the attempted introduction of representative local government. All three interventions were intended to promote the precepts of Mass Education, but instead resulted in the extension of state administrative power. The manner in which this occurred is explored throughout the thesis. Mass Education at Domasi did not result in the creation of a new form of citizenship in Nyasaland. It contributed instead to a breakdown in the narrative of social development and eventual self-rule that had legitimised British rule. The riots that occurred in 1953 tore at the precepts that underpinned the Mass Education programme. The immediacy of self-rule and independence resulted in a shift in emphasis within the Colonial Office and the colonial government in Nyasaland from social intervention and to constitutional reform and political development. There simultaneously emerged a new rural transcript, one that privileged open opposition to the colonial social prescription over subtle and hidden rural resistance. At a time when nationalist politics was in disarray in Nyasaland, rural Africans spoke back to colonial power.

This thesis resituates the Community Development programme as the key social intervention attempted by the British Colonial Office in Africa in the late 1940s and early 1950s. A preference for planning, growing confidence in metropolitan intervention, and the gradualist determination of Fabian socialist politicians and experts resulted in a programme that stressed modernity, progressive individualism, initiative, cooperative communities and a new type of responsible citizenship. Eventual self-rule would be well-served by this new contract between colonial administrations and African citizens. The thesis focuses on the implementation of the Mass Education programme in Nyasaland, and, more specifically, on a small but significant Mass Education scheme at Domasi, that operated between 1949 and 1954 in Nyasaland??s south. The political and social context in which the Mass Education scheme was implemented in Nyasaland is important. The approach taken by the government of the Protectorate before the mid-1940s is discussed, and previous welfare interventions described and critically assessed. The initial approach to Mass Education in Nyasaland is also dwelt upon in some detail. The narrative concentrates upon the scheme itself. Three themes emerge and are discussed successively ?? the provision of social services adapted to the perceived needs of Africans, the enforcement of environmental restrictions and inappropriate social and agricultural models, and the attempted introduction of representative local government. All three interventions were intended to promote the precepts of Mass Education, but instead resulted in the extension of state administrative power. The manner in which this occurred is explored throughout the thesis. Mass Education at Domasi did not result in the creation of a new form of citizenship in Nyasaland. It contributed instead to a breakdown in the narrative of social development and eventual self-rule that had legitimised British rule. The riots that occurred in 1953 tore at the precepts that underpinned the Mass Education programme. The immediacy of self-rule and independence resulted in a shift in emphasis within the Colonial Office and the colonial government in Nyasaland from social intervention and to constitutional reform and political development. There simultaneously emerged a new rural transcript, one that privileged open opposition to the colonial social prescription over subtle and hidden rural resistance. At a time when nationalist politics was in disarray in Nyasaland, rural Africans spoke back to colonial power.

This thesis resituates the Community Development programme as the key social intervention attempted by the British Colonial Office in Africa in the late 1940s and early 1950s. A preference for planning, growing confidence in metropolitan intervention, and the gradualist determination of Fabian socialist politicians and experts resulted in a programme that stressed modernity, progressive individualism, initiative, cooperative communities and a new type of responsible citizenship. Eventual self-rule would be well-served by this new contract between colonial administrations and African citizens. The thesis focuses on the implementation of the Mass Education programme in Nyasaland, and, more specifically, on a small but significant Mass Education scheme at Domasi, that operated between 1949 and 1954 in Nyasaland??s south. The political and social context in which the Mass Education scheme was implemented in Nyasaland is important. The approach taken by the government of the Protectorate before the mid-1940s is discussed, and previous welfare interventions described and critically assessed. The initial approach to Mass Education in Nyasaland is also dwelt upon in some detail. The narrative concentrates upon the scheme itself. Three themes emerge and are discussed successively ?? the provision of social services adapted to the perceived needs of Africans, the enforcement of environmental restrictions and inappropriate social and agricultural models, and the attempted introduction of representative local government. All three interventions were intended to promote the precepts of Mass Education, but instead resulted in the extension of state administrative power. The manner in which this occurred is explored throughout the thesis. Mass Education at Domasi did not result in the creation of a new form of citizenship in Nyasaland. It contributed instead to a breakdown in the narrative of social development and eventual self-rule that had legitimised British rule. The riots that occurred in 1953 tore at the precepts that underpinned the Mass Education programme. The immediacy of self-rule and independence resulted in a shift in emphasis within the Colonial Office and the colonial government in Nyasaland from social intervention and to constitutional reform and political development. There simultaneously emerged a new rural transcript, one that privileged open opposition to the colonial social prescription over subtle and hidden rural resistance. At a time when nationalist politics was in disarray in Nyasaland, rural Africans spoke back to colonial power.

This thesis resituates the Community Development programme as the key social intervention attempted by the British Colonial Office in Africa in the late 1940s and early 1950s. A preference for planning, growing confidence in metropolitan intervention, and the gradualist determination of Fabian socialist politicians and experts resulted in a programme that stressed modernity, progressive individualism, initiative, cooperative communities and a new type of responsible citizenship. Eventual self-rule would be well-served by this new contract between colonial administrations and African citizens. The thesis focuses on the implementation of the Mass Education programme in Nyasaland, and, more specifically, on a small but significant Mass Education scheme at Domasi, that operated between 1949 and 1954 in Nyasaland??s south. The political and social context in which the Mass Education scheme was implemented in Nyasaland is important. The approach taken by the government of the Protectorate before the mid-1940s is discussed, and previous welfare interventions described and critically assessed. The initial approach to Mass Education in Nyasaland is also dwelt upon in some detail. The narrative concentrates upon the scheme itself. Three themes emerge and are discussed successively ?? the provision of social services adapted to the perceived needs of Africans, the enforcement of environmental restrictions and inappropriate social and agricultural models, and the attempted introduction of representative local government. All three interventions were intended to promote the precepts of Mass Education, but instead resulted in the extension of state administrative power. The manner in which this occurred is explored throughout the thesis. Mass Education at Domasi did not result in the creation of a new form of citizenship in Nyasaland. It contributed instead to a breakdown in the narrative of social development and eventual self-rule that had legitimised British rule. The riots that occurred in 1953 tore at the precepts that underpinned the Mass Education programme. The immediacy of self-rule and independence resulted in a shift in emphasis within the Colonial Office and the colonial government in Nyasaland from social intervention and to constitutional reform and political development. There simultaneously emerged a new rural transcript, one that privileged open opposition to the colonial social prescription over subtle and hidden rural resistance. At a time when nationalist politics was in disarray in Nyasaland, rural Africans spoke back to colonial power.

This thesis explores the ideological role of metaphor in British governmental discourses on 'social exclusion'. A hybrid methodology, combining approaches from Corpus Linguistics, Critical Discourse Analysis and cognitive theories of metaphor, is used to address how social exclusion and other metaphors are deployed to create an ideologically vested representation of society. The data consists of linguistic metaphors identified from a 400,000+ word machine-readable corpus of British governmental texts on social exclusion covering a ten year period (1997- 2007). From these surface level features of text, underlying systematic and conceptual metaphors are then inferred. The analysis reveals how the interrelation between social exclusion and a range of other metaphors creates a dichotomous representation of society in which social problems are discursively placed outside society, glossing inequalities within the included mainstream and placing the blame for exclusion on the cultural deficiencies of the excluded. The solution to the problem of exclusion is implicit within the logic of its conceptual structure and involves moving the excluded across the 'boundary' to join the 'insiders'. The welfare state has a key role to play in this and is underpinned by a range of metaphors which anticipate movement on the part of the excluded away from a position of dependence on the state. This expectation of movement is itself metaphorically structured by the notion of a social contract in which the socially excluded have a responsibility to try and include themselves in society in return for the right of (temporary) state support. Key systematic metaphors are explained by reference to a discourse-historical view of ideological change in processes of political party transformation.

My thesis examines the discursive similarities between the public political voice of Thatcherism and the "bureaucratic" policy voice of Community Care Documents. The similarities I am searching for between the rhetoric and the documents involve mythical representations of the family, the free market and the community. The argument of the thesis is that the construction of meaning in the policy documents is at least partially supported by discursive representations present in the public discourse. These representations mythologize: first, the role and form of the family; second, the role of women in caring within the family; and third, the role or capabilities of the market; and fourth; the "failings" and "breakdown" of the welfare system. I also argue that these representations exist within certain key social and economic conditions relating to "late capitalism" or more, exactly, the model of flexible accumulation and market regulation prevalent in Britain during the eighties. I conclude by arguing that if language does have a role in power relations, then it can be useful for policy analysts to learn some of the models of linguistic or discursive analysis. Such an inclusion would especially be useful in understanding the difficulties that women and other "minorities" have in finding a voice in the policy arena. / Master of Arts