CONFERENCE PROGRAMME Shaping Education in the (Post)Colonial World : Actors, Paradigms, Entanglements (1880s-1980s), September 14th-16th 2017, University of Lausanne (original) (raw)
Related papers
Education and Development in Colonial and Postcolonial Africa
2020
We are very pleased to announce the ISCHE Global Histories of Education book series. The International Standing Conference for the History of Education has organized conferences in the field since 1978. Thanks to our collaboration with Palgrave Macmillan we now offer an edited book series for the publication of innovative scholarship in the history of education. This series seeks to engage with historical scholarship that analyzes education within a global, world, or transnational perspective. Specifically, it seeks to examine the role of educational institutions, actors, technologies as well as pedagogical ideas that for centuries have crossed regional and national boundaries. Topics for publication may include the study of educational networks and practices that connect national and colonial domains, or those that range in time from the age of Empire to decolonization. These networks could concern the international movement of educational policies, curricula, pedagogies, or universities within and across different socio-political settings. The 'actors' under examination might include individuals and groups of people, but also educational apparatuses such as textbooks, built-environments, and bureaucratic paperwork situated within a global perspective. Books in the series may be single authored or edited volumes. The strong transnational dimension of the Global Histories of Education series means that many of the volumes should be based on archival research undertaken in more than one country and using documents written in multiple languages. All books in the series will be published in English, although we welcome English-language proposals for manuscripts which were initially written in other languages and which will be translated into English at the cost of the author. All submitted manuscripts will be blind peer-reviewed with editorial decisions to be made by the ISCHE series editors who themselves are appointed by the ISCHE Executive Committee to serve three to five year terms. Full submissions should include: (1) a proposal aligned to the Palgrave Book Proposal form (downloadable here); (2) the CV of the author(s) or editor(s); and, (3) a cover letter that explains how the proposed book fits into the overall aims and framing of the ISCHE Global Histories of Education book series. Proposals and queries should be addressed to bookseries@ische.org. Preliminary inquiries are welcome and encouraged.
Education and Development in Colonial and Postcolonial Africa. Policies, Paradigms, and Entanglements, 1890s-1980s, 2020
in Miguel Bandeira Jerónimo, Damiano Matasci and Hugo Dores, eds., Education and Development in Colonial and Postcolonial Africa. Policies, Paradigms, and Entanglements, 1890s-1980s (London: Palgrave, 2019), pp. 237-262.
2019
This edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the “educability” of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.
Competing Spheres, Regulation, and Missionary Tutelage: Colonial Education in Senegal, 1917-1922
After the First World War, France moved toward a clear secular education system in Senegal, with emphasis on French literacy and Republican values. Local response to the new regulations, both by missionary educators and indigenous Senegalese, revealed the competing spheres of colonial education. Protestant missionaries, in particular, asserted their own definition of the purpose of both education and empire.