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

Colonial empires and educationThe origins of “development” in Africa and its relationship to educationIndiaBlack American experience and African colonial educationIndividual actorsA scientific approach to African colonial educationNotesThe International Missionary Council and education in colonial AfricaHistory of education and mission educationThe contextBroad themes of mission policy in 1920-1930sThe conferences and deliberations of the IMC as a window through which we can observe these shifts in policyEducation as a key to mission policyThe development of educationWorld Missionary ConferencesEdinburgh: 1910Edinburgh and educationAfter EdinburghThe Jerusalem conference: 1928Jerusalem: educationPost-Jerusalem conferenceThe Tambaram conference: 1938“Evangelicalism”Social involvementTambaram and educationConclusionNotesConference 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 AfricaThe 1934 South African Education Conference as a benchmark of changing educational discourseThe development of professional educational networks from the late nineteenth centuryThe NEF in the interwar periodInterwar NEF conferences and the links with the British CommonwealthBritish Commonwealth Education Conference: 1931NEF conference in South Africa: 1934Cheltenham conference: 1936Australasia: 1937African educational networks in the interwar yearsConclusionsNotesWelfare and education in British colonial Africa: 1918-1945BackgroundWelfare and educationConclusionsNotesScience and policy: Anthropology and education in British colonial Africa during the interwar yearsScience and African policy development in the interwar eraScience, anthropology and policy“What were anthropologists after?”Anthropology and education in the African colonial contextThe NEF conference in 1934 and social anthropologyConference presentations and assessmentThe critique of anthropology as a science of policyFurther developments in anthropology: 1934-1940ConclusionNotesDiedrich Westermann: Linguistics and the ambiguities of Colonial Science in the interwar eraBackgroundKaisersreichAfter the German EmpireWestermann as linguistWestermann and anthropologyReligious background/missionary careerWestermann’s contribution to colonial policy in BritainWestermann and the Third ReichAfter 1945SummaryNotesDonald Guy Sydney M’timkulu: South African educationalist: 1907-2000IntroductionBackground: Adams College, Lovedale and Fort HareThe Carnegie Grant and Yale UniversityLife at Yale: 1935-1937Field trips, fieldwork and Christian workWashingtonSchools and normal colleges: Penn normal and industrial school in South CarolinaTuskegee Institute near Montgomery, AlabamaThe Negro universitiesSummaryConferences attendedSummary - at the end of the Yale periodThe return to South Africa: 1937-1959Fields of activityHead teacher roleAdams CollegeOhlange InstituteEducational leadership and teacher organizationsSouth African Institute Race RelationsEducation policy debateFort HareAfter 1959A new home in CanadaNotesThe modernization of tradition? isiXhosa language education and school history: 1920-1948 - reform in the work of Samuel Edward Krune MqhayiIntroductionBackgroundGeneological originsMqhayi’s educationMqhayi’s careerLiterary workThe revision of Xhosa orthographyXhosa history for schoolsImibengoThe Stewart Xhosa ReadersThe contents of Imibengo and the Stewart Xhosa Readers (SXR)The Senior Xhosa Reader - for high schoolConclusionAppendix 7.1: The works of SEKM which were included in ImibengoAppendix 7.2: SEKM’s material included in the Stewart Xhosa ReadersNotes
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