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oapen-20.500.12657-230142024-03-22T19:23:36Z Education and Development in Colonial and Postcolonial Africa Matasci, Damiano Jerónimo, Miguel Bandeira Dores, Hugo Gonçalves Education Educational policy Education and state International education Comparative education Education—History Economic development Imperialism thema EDItEUR::G Reference, Information and Interdisciplinary subjects::GT Interdisciplinary studies::GTP Development studies thema EDItEUR::N History and Archaeology::NH History::NHT History: specific events and topics::NHTQ Colonialism and imperialism thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy This open access 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. 2020-03-18 13:36:15 2020-04-01T09:00:12Z 2020-04-01T09:00:12Z 2020 book 1007147 http://library.oapen.org/handle/20.500.12657/23014 eng Global Histories of Education application/pdf n/a 1007147.pdf https://www.springer.com/9783030278014 Springer Nature 10.1007/978-3-030-27801-4 10.1007/978-3-030-27801-4 6c6992af-b843-4f46-859c-f6e9998e40d5 07f61e34-5b96-49f0-9860-c87dd8228f26 Swiss National Science Foundation (SNF) 321 Cham 10BP12_190160 Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung Swiss National Science Foundation open access
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This open access 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.
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