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The Changing Face of Colonial Education in Africa: Education, Science and Development

Colonial empires and education The origins of “development” in Africa and its relationship to education India Black American experience and African colonial education Individual actors A scientific approach to African colonial education Notes The International Missionary Council and education in colonial Africa History of education and mission education The context Broad themes of mission policy in 1920-1930s The conferences and deliberations of the IMC as a window through which we can observe these shifts in policy Education as a key to mission policy The development of education World Missionary Conferences Edinburgh: 1910 Edinburgh and education After Edinburgh The Jerusalem conference: 1928 Jerusalem: education Post-Jerusalem conference The Tambaram conference: 1938 “Evangelicalism”Social involvement Tambaram and education Conclusion Notes Conference litmus: the development of a conference and policy culture in the interwar period with special reference to the New Education Fellowship and British colonial education in Southern Africa The 1934 South African Education Conference as a benchmark of changing educational discourse The development of professional educational networks from the late nineteenth century The NEF in the interwar period Interwar NEF conferences and the links with the British Commonwealth British Commonwealth Education Conference: 1931 NEF conference in South Africa: 1934 Cheltenham conference: 1936 Australasia: 1937 African educational networks in the interwar years Conclusions Notes Welfare and education in British colonial Africa: 1918-1945 Background Welfare and education Conclusions Notes Science and policy: Anthropology and education in British colonial Africa during the interwar years Science and African policy development in the interwar era Science, anthropology and policy “What were anthropologists after?”Anthropology and education in the African colonial context The NEF conference in 1934 and social anthropology Conference presentations and assessment The critique of anthropology as a science of policy Further developments in anthropology: 1934-1940 Conclusion Notes Diedrich Westermann: Linguistics and the ambiguities of Colonial Science in the interwar era Background Kaisersreich After the German Empire Westermann as linguist Westermann and anthropology Religious background/missionary career Westermann’s contribution to colonial policy in Britain Westermann and the Third Reich After 1945 Summary Notes Donald Guy Sydney M’timkulu: South African educationalist: 1907-2000 Introduction Background: Adams College, Lovedale and Fort Hare The Carnegie Grant and Yale University Life at Yale: 1935-1937 Field trips, fieldwork and Christian work Washington Schools and normal colleges: Penn normal and industrial school in South Carolina Tuskegee Institute near Montgomery, Alabama The Negro universities Summary Conferences attended Summary - at the end of the Yale period The return to South Africa: 1937-1959 Fields of activity Head teacher role Adams College Ohlange Institute Educational leadership and teacher organizations South African Institute Race Relations Education policy debate Fort Hare After 1959 A new home in Canada Notes The modernization of tradition? isiXhosa language education and school history: 1920-1948 - reform in the work of Samuel Edward Krune Mqhayi Introduction Background Geneological origins Mqhayi’s education Mqhayi’s career Literary work The revision of Xhosa orthography Xhosa history for schools Imibengo The Stewart Xhosa Readers The contents of Imibengo and the Stewart Xhosa Readers (SXR)The Senior Xhosa Reader - for high school Conclusion Appendix 7.1: The works of SEKM which were included in Imibengo Appendix 7.2: SEKM’s material included in the Stewart Xhosa Readers Notes

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Conference litmus: the development of a conference and policy culture in the interwar period with special reference to the New Education Fellowship and British colonial education in Southern Africa
In the context of the Depression and the challenge to the principles of the League of Nations posed by the rise of totalitarianism in Germany, Italy, Japan and the USSR, there is a clear shift in emphasis at the conferences of the New Education Fellowship (NEF) from a pedagogy of personal and individual...
(The Changing Face of Colonial Education in Africa: Education, Science and Development)
The colonial economy in Africa: Structure and rationale
One of the astonishing features of African economies today is how little they have changed in terms of both the structure and the logic under which they operate. Six decades after many African countries started to celebrate the end of colonial rule, most (if not all) economies on the continent...
(Industrial Policy and the Transformation of the Colonial Economy in Africa: The Zambian Experience)
The anatomy of the colonial economy in Africa
An analysis of economic structures and activities in Africa during the colonial period lays bare the intent and logic behind the colonial project, mainly because this is one area which was dominated by a small group of Europeans whose primary interest was to make money out of Africa. In the exploitation...
(Industrial Policy and the Transformation of the Colonial Economy in Africa: The Zambian Experience)
The colonial project in Africa: the rationale
Understanding the colonial project in Africa Why did the imperial forces (French, British, Portuguese, Spanish, German) decide to invade and rule Africa? Once we understand the reasons behind the colonial project, it is easier to understand the logic behind the colonial economy in Africa...
(Industrial Policy and the Transformation of the Colonial Economy in Africa: The Zambian Experience)
Transforming the colonial economy in Africa: A Frontier Industrial Policy perspective
In the preceding chapters, we have looked at the industrial development experience in Zambia, including the dynamics of industrial policy in both colonial and post-colonial contexts. One thing that is apparent in the Zambian experience is that the country has been struggling to transform the...
(Industrial Policy and the Transformation of the Colonial Economy in Africa: The Zambian Experience)
The changing face of doctoral education
Kate Whittington and Sally Barnes Today, the PhD is a well-recognised doctoral award considered largely as research training. Originally doctorates were based on the needs of a specific discipline and were recognised as a badge of excellence largely for teaching (Jones, 2018). They have subsequently...
(The Future of Doctoral Research: Challenges and Opportunities)
The face of doctoral education today
It would be deceiving to examine doctoral education in the US, or the challenges to this training, without considering disciplinary fields and the different challenges they face. As defined by the National Science Foundation (NSF), there are two major divisions of PhDs in the US: science and engineering,...
(The Future of Doctoral Research: Challenges and Opportunities)
Nationalism and language policies and practices in colonial and post-colonial Africa
Determining the relationship between language and nationalism has been a thorny issue in Africa since the continent liberated itself from colonial rule in the late 1950s. Nationalism, says Paulston (2003), is a complex and dynamic phenomenon; that is why some scholars, such as Shafer (1972), say it is...
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Black American experience and African colonial education
Another key theme that dominated these debates related to the notion that the experience of black education in the American South in the period since the Civil War (1861—1865) provided a template for educational policy in Africa. From the time of the Phelps-Stokes Commission’s report on Education...
(The Changing Face of Colonial Education in Africa: Education, Science and Development)
A scientific approach to African colonial education
The body of knowledge that was produced in relation to African education in the period between 1910 and 1945 is very limited in quality and quantity and was only sporadically connected to the spread of state education and the great progressive educational debates that were occurring internationally....
(The Changing Face of Colonial Education in Africa: Education, Science and Development)