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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.
List of contents
1. Introduction: Historical Trajectories of Education and Development in (Post)Colonial Africa.- 2. Welfare and Education in British Colonial Africa, 1918-1945.- 3. "Une aventure sociale et humaine": The Services des Centres Sociaux in Algeria, 1955-1962.- 4. Education through labour: from the deuxieme portion du contingent to the youth civil service in West Africa (Senegal/Mali, 1926-1968).- 5. Becoming a Good Farmer - Becoming a Good Farm Worker. On Colonial Education Policies in Germany and German South West Africa, ca 1890 to 1918.- 6. "Cruce et Aratro." Fascism, Missionary Schools, and Labor in 1920s Italian Somalia.- 7. Becoming Workers of Greater France: Vocational Education in Colonial Morocco, 1912-1939.- 8. Engineering socialism: the Faculty of Engineering at the University of Dar es Salaam (Tanzania) in the 1970s and 1980s.- 9. Enlightened developments? Inter-imperial organizations and the issue of colonial education in Africa (1945-1957).- 10. The Fabric of Academic Communities at the Heart of the British Empire's Modernization Policies.- 11. Exploring "Socialist Solidarity" in higher Education: East-German Advisors in Post-Independence Mozambique (1975-1992).-
About the author
Damiano Matasci is Research Fellow at the Institute of Political Studies of the University of Lausanne, Switzerland. His research focuses on the history of education in Europe and colonial Africa.
Miguel Bandeira Jerónimo is Professor and Research Fellow at the Centre for Social Studies at the University of Coimbra, Portugal. He has been working on the historical intersections between internationalism(s) and imperialism, and on the late colonial entanglements between idioms and repertoires of development and of control and coercion in European colonial empires.
Hugo Gonçalves Dores is a Postdoctoral Researcher at the Centre for Social Studies at the University of Coimbra, Portugal. His research addresses educational policies, international organizations activities (CCTA and UNESCO), and State-Church relations in colonial contexts.
Summary
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.
