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In ‘Social Responsibility and Power I’, I have endeavoured to provide an argument for the social responsibility and power of J.T. van der Kemp (joined by James Read in 1801) as manifest in his interventions for and on behalf of the Khoi vis-à-vis the British and later Batavian colonial governments, as well as the frontier settler farmers on the Eastern Cape Frontier (1801 – 1806) (cf. Smit 2016a). His own ‘power’ became manifest in his interventions for and on behalf of the Khoi and his critique of both the colonial governments and the frontier settler farmers. To this we may add his assertion of the freedom of the landless Khoi, and his contention that they should receive a piece of land, to be allocated by government, for a mission station, where they would be subjected to education and be ‘civilized’. I have expounded what these devel-opments meant in terms of the ‘archive’ of the late eighteenth and early nineteenth centuries. They included, amongst others, the further de-culturali-sation of the Khoi. In this article, I take the argument further by focusing on the ‘useful education’, ‘analytic education’, ‘institutionalisation’, the interaction with the colonial ‘government’ in these matters, and the ‘pacifica-tion’ of the Khoi by the mission as institution.
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