Negro Schools: A Model for Nazi Colonial Education

1971 ◽  
Vol 40 (2) ◽  
pp. 103
Author(s):  
Val Rust
Keyword(s):  
Colonial Education

Colonial Education, Political Elites, and Regional Political Inequality in Africa

2021 ◽  
pp. 001041402199717
Author(s):  
Joan Ricart-Huguet
Keyword(s):  
Political Elites ◽  
Colonial Education ◽  
Short Term ◽  
Colonial Era ◽  
Political Inequality ◽  
Post Colonial ◽  
Strategic Bargaining ◽  
Recruitment Practices ◽  
Colonial Legacies ◽  
Home Region

Political elites tend to favor their home region when distributing resources. But what explains how political power is distributed across a country’s regions to begin with? Explanations of cabinet formation focus on short-term strategic bargaining and some emphasize that ministries are allocated equitably to minimize conflict. Using new data on the cabinet members (1960–2010) of 16 former British and French African colonies, I find that some regions have been systematically much more represented than others. Combining novel historical and geospatial records, I show that this regional political inequality derives not from colonial-era development in general but from colonial-era education in particular. I argue that post-colonial ministers are partly a byproduct of civil service recruitment practices among European administrators that focused on levels of literacy. Regional political inequality is an understudied pathway through which colonial legacies impact distributive politics and unequal development in Africa today. JEL: F54, I26, N37, N47

scholarly journals Educação jesuítica e crianças negras no Brasil colonial

2019 ◽  
Vol 80 (196) ◽  
Author(s):  
Amarilio Ferreira Júnior ◽  
Marisa Bittar
Keyword(s):  
Black Children ◽  
Colonial Period ◽  
Colonial Education ◽  
The Social ◽  
Christian Worldview ◽  
Educational Enterprise

Realça um aspecto pouco estudado da história da educação brasileira no período colonial: a educação de crianças negras nos colégios jesuíticos. As crianças eram filhas de escravos desafricanizados, que nasciam nas fazendas de propriedade da Companhia de Jesus. A literatura, tradicionalmente, situa a empresa jesuítica relacionada apenas com as crianças brancas, indígenas, mamelucas e mulatas. A base da conversão dos "gentios" ao cristianismo era a catequese, realizada pelo ensino mnemônico. Nesse contexto, as crianças negras sofriam dois tipos de violência: nasciam marcadas pela maldição social da escravidão e estavam submetidas a um processo brutal de aculturação gerada pela visão cristã de mundo. Palavras-chave: educação colonial; colégios jesuíticos; crianças negras. Abstract The purpose of this article is to emphasize an aspect that is not much studied in the Brazilian education, during the colonial period. We are talking about the black children in the Jesuit schools; in other words, the children of the slaves who were forced out of their African roots, children who were born in the farms belonging to the Brotherhood of Jesus. Usually, literature traditionally places the Jesuit educational enterprise only among white, indigenous, mameluke and mulatto children. The basis of conversion of the "gentiles" to Christianity was the catechism done through mnemonic teaching. In such context, the black children suffered two types of violence: they were born tagged by the social curse of slavery and were subject to a brutal process of acculturation brought about by the Christian worldview. Keywords: colonial education; jesuit schools; black children.

BEYOND BENGAL: GENDER, EDUCATION, AND THE WRITING OF COLONIAL INDIAN HISTORY

2014 ◽  
Vol 42 (3) ◽  
pp. 535-551 ◽  
Author(s):  
Benjamin D. O'Dell
Keyword(s):  
Education Reform ◽  
English Language ◽  
Historical Record ◽  
Indian Education ◽  
Colonial Education ◽  
Colonial India ◽  
Indian History ◽  
British Raj ◽  
Gender Education ◽  
Political Speeches

Few topics connected to the studyof colonial India have produced quite as much scholarship in recent years as the issue of colonial Indian education reform. The past decade alone has witnessed the publication of no fewer than eight English-language books on the subject, as well as a steady stream of journal articles. Part of the appeal of such research is no doubt a result of India's privileged place in the British Empire during the nineteenth century. In 1881, India's first complete census documented the existence of 253,891,821 Indian subjects living under the British Raj – or, to put it another way, a population nearly ten times the size of England and Wales's own population during the same period. For scholars, education offers a particularly fruitful site for understanding British colonial ideology. In addition, it provides an important glimpse into the lives of Indian subjects. An extensive print archive, manifest in sources as diverse as political speeches, bureaucratic files, periodicals, and memoirs, has greatly aided research into the development of colonial education. At the same time, the tendency for research to privilege particular regional focuses has left troublesome gaps in the historical record.

Japanese Colonial Education in Taiwan, 1895-1945.

1978 ◽  
Vol 33 (3) ◽  
pp. 364
Author(s):  
Edward I-Te Chen ◽  
E. Patricia Tsurumi
Keyword(s):  
Colonial Education ◽  
Japanese Colonial

scholarly journals Educating girls in Congo: An unsolved pedagogical paradox since colonial times?

2018 ◽  
Vol 16 (8) ◽  
pp. 936-952
Author(s):  
Marc Depaepe ◽  
Annette Lembagusala Kikumbi
Keyword(s):  
Oral History ◽  
Gender Stereotypes ◽  
Democratic Republic ◽  
Democratic Republic Of Congo ◽  
Local Population ◽  
Colonial Education ◽  
Educational Models ◽  
Mother Country ◽  
African Context ◽  
The One

Generally speaking, colonial education in Congo did not engender a very great widening of consciousness among the local population. Mostly, it resulted in inevitable submission through discipline and order. This was particularly the case for girls, for which fewer initiatives were taken than for boys. Moreover, gender stereotypes from the ‘mother’ country clearly dominated the evolution of female education in Congo. At best girls were trained for care-taking professions. After independence, some Congolese leaders, like Mulele (the first Minister of Education of the Democratic Republic of Congo) and Mobutu (who called himself ‘the founding president of Zaire’) wanted to break the colonial tradition by putting education in a more authentic African context. However, both educational models – the one of Mulele as well as the one of his adversary Mobutu - were in the end not very successful. The least we can say, at the basis of some oral history, is that the pedagogical paradox between the rhetoric of emancipation and the existing everyday educational realities in Africa is far from being solved.

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