scholarly journals A Study on the Early Colonial Education of Taiwan - Development of the Education System -

2008 ◽  
Vol 15 (null) ◽  
pp. 119-145
Author(s):  
Yang, Meng-che
Keyword(s):  
Education System ◽  
Colonial Education ◽  
Early Colonial

The Word Is Mightier than the Throne: Bucking Colonial Education Trends in Manchukuo

2009 ◽  
Vol 68 (3) ◽  
pp. 895-925 ◽  
Author(s):  
Andrew Hall
Keyword(s):  
Education System ◽  
Whole Language ◽  
Language Education ◽  
Colonial Education ◽  
Japanese Empire ◽  
Daily Lives ◽  
Japanese Colonial ◽  
Whole Language Education ◽  
Imperial Family ◽  
The Military

Japanese within the Manchukuo education bureaucracy stood out from their contemporaries in other Japanese colonies in their opposition to including militaristic and Japanese emperor-centered materials in the schools. As late as 1943, they published textbooks that focused on the students' daily lives rather than on encouraging respect for the military or reverence for the Japanese imperial family. Here, the author discusses how the congruence of an attempt by Manchukuo authorities at gaining authenticity and the progressive background of leading Japanese educators in the region brought about an education system that was unlike any other in the Japanese empire. Using Manchukuo textbooks, education journals, and postwar memoirs, the author examines a school of thought among Japanese colonial language educators, referred to as “reform optimists,” who held that whole language education could solve the contradiction between Manchukuo's stated ideal of ethnic equality and the reality of Japanese domination.

Countering the dominance of a global north in early childhood education through an Indigenous lens in the global south

2017 ◽  
Vol 7 (2) ◽  
pp. 84-98
Author(s):  
Mere Skerrett
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Education System ◽  
Continuous Flow ◽  
Colonial Education ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Global North ◽  
Historical Antecedents

This article challenges the global coloniality of the doctrine of domination that re-presents itself in Aotearoa/New Zealand as an uneven ‘partnership’ between Māori (the Indigenes) and the colonizer (the British). That domination is maintained through the western positivistic one-size-fits-all ‘global north’ policies and practices in a colonial education system which is hegemonic and racist. The work of Kōhanga Reo (Indigenous language nests) in the early year’s education stream means a continuous flow of productive unsettlement, in order to survive, in order to dismantle the hegemonic structures and in order to transform Indigenous children’s lives. Through the southern lens of a ‘counter-global coloniality’, some of the historical antecedents of the doctrine of ‘civilization’ and philosophical underpinnings of Kōhanga Reo are sketched in terms of their ability to transform pedagogies of oppression and neoliberal futures. It is argued that Indigenous knowledge and languages can mediate the power relations of colonial dominance and Indigenous subordination, because they provide the keys to unlock and liberate the spaces, places and minds of coloniality.

‘For I have fed on foreign bread’: Modernism, Colonial Education and Fijian Literature

2020 ◽  
Vol 15 (3) ◽  
pp. 377-398
Author(s):  
Maebh Long ◽  
Matthew Hayward
Keyword(s):  
Short Stories ◽  
Creative Writing ◽  
Education System ◽  
Postcolonial Literature ◽  
Colonial Education ◽  
Literary Modernism ◽  
Future Needs ◽  
The Creation ◽  
The 1950S ◽  
New Literature

This article examines the ways in which the Fijian authors Vanessa Griffen, Pio Manoa, and Subramani revised and reworked modernist texts in their construction of a local postcolonial literature. These writers were schooled in a colonial education system that was, by the 1950s and 60s, in ideological disarray, as the jingoistic, imperial texts of the English syllabus began to give way to the crisis and self-interrogation of literary modernism. The students who graduated from these classes went on to create a first wave of Fijian creative writing in English. As this article shows, Griffen, Manoa, and Subramani carried into their writing fragments and forms of the texts they had been required to learn by rote, and they refashioned these into new wholes. In their short stories and poems of the late 1960s and early 70s, these writers turned the literature of past imperial breakdown towards present and future needs, adapting fragmentary, perspectival and multivocal texts towards a postcolonial independence still riven by colonially introduced problems. Ultimately, we argue, the creation of this new literature denotes the failure of the education system to impress British superiority upon its colonial subjects, and the success of the subaltern in reclaiming the means of expression.

Educating Missions. Teachers and Catechists in Southern Tanganyika, 1890s and 1940s

Itinerario ◽  
2016 ◽  
Vol 40 (3) ◽  
pp. 405-428 ◽  
Author(s):  
Richard Hölzl
Keyword(s):  
Social Change ◽  
Education System ◽  
Active Role ◽  
Vital Role ◽  
Colonial Rule ◽  
Colonial Education ◽  
Education Policies ◽  
Local Society ◽  
African Christianity ◽  
Colonial Archive

This article concentrates on Catholic mission teachers in Southern Tanzania from the 1890s to the 1940s, their role and agency in founding and developing the early education system of Tanzania. African mission teachers are an underrated group of actors in colonial settings. Being placed between colonized and colonizers, between conversion and civilising mission, between colonial rule and African demands for emancipation, between church and government and at the heart of local society, their agency was crucial to forming African Christianity, to social change and to a newly emerging class of educated Africans. This liminal position also rendered them almost invisible for historiography, since the colonial archive rarely gave credit to their vital role and European missionary propaganda tended to present them as examples of successful mission work, rather than as self-reliant missionary activists. The article circumscribes the framework of colonial education policies and missionary strategies, it recovers the teachers’ active role in the colonial education system as well as in missionary evangelization. Finally, it contrasts teachers’ self-representation with the official image conveyed in missionary media.

Ngā Waihotanga Iho: Self-determination through Indigenous environmental education in New Zealand

2021 ◽  
pp. 1-12
Author(s):  
Giles Dodson ◽  
Mikaera Miru
Keyword(s):  
High Schools ◽  
New Zealand ◽  
Environmental Education ◽  
Indigenous Knowledge ◽  
Education System ◽  
Self Determination ◽  
Colonial Education ◽  
Education Project ◽  
Post Colonial ◽  
Atmospheric Research

Abstract This paper discusses the use of an estuary monitoring toolkit Ngā Waihotanga Iho as a central part of a Māori-centred education project undertaken by Kaipara hapū (sub-tribe), Te Uri O Hau, in Northland, New Zealand. The toolkit was designed by New Zealand’s National Institute for Water and Atmospheric Research (NIWA). In this project, Te Uri O Hau collaborated with NIWA and regional high schools in order to use this toolkit as a mechanism for kaitikaitanga (environmental guardianship) and Indigenous-led environmental education. This paper demonstrates that approaches such as this can be powerful vehicles for Indigenous self-determination as Māori actively undertake tribal development and environmental guardianship, and strengthen the place of Indigenous knowledge, priorities and approaches within an evolving ‘post-colonial’ education system.

scholarly journals Quando o colono é negro: educação e práticas sociais de reprodução do racismo em Angola

2018 ◽  
Vol 2 (2) ◽  
pp. 106
Author(s):  
Alberto Kapitango Nguluve
Keyword(s):  
Social Status ◽  
Education System ◽  
Social Inclusion ◽  
Social Practices ◽  
Colonial Education ◽  
Complex Phenomenon ◽  
Education School ◽  
Negro Education

ResumoO racismo é, ainda hoje, um fenômeno complexo que remete às questões da humilhação ou discriminação da pessoa a partir dos diferentes conceitos (raça, cor da pele e cultura) e status sociais hierarquicamente construídos. A partir dele se constrói e reproduz o discurso que contribui para consolidar formas e processos que dão voz à exclusão ou à inclusão social. A proposta deste artigo é analisar as práticas sociais que contribuem para a produção e reprodução do racismo em Angola; olhar para o racismo como um instrumento a serviço de fins políticos, econômicos e de poder; e destacar os seus efeitos na educação angolana. O texto traz alguns exemplos que permitem entender como a partir da concepção do sistema educacional angolano, em 1975, se incorporaram elementos que apontam para o racismo, tipicamente da educação colonial, e que ao longo dos 40 anos de independência foram “minando” a concepção de uma educação cultural própria.Palavras-chave: Educação. Escola. Racismo. Angola.When the colonizer is negro: education and social practices of racism reproduction in AngolaAbstractRacism is, nowadays, a complex phenomenon which poses questions of humiliation or discrimination of people from different concepts (race, skin of color and culture) and social status hierarchically constructed. From racism, it has been constructed and reproduced a discourse which consolidates forms and processes which give voices to exclusion or social inclusion. This article intends to examine social practices which favors for production of racism in Angola; it looks at racism as an instrument of politics, economy and power. The paper emphasizes the effects of racism in the angolan education. Also, it gives some examples which allow to understand how the conception of the Angolan education system, in 1975, incorporated elements that illustrates practices of racism, typically of the colonial education, and that throughout 40 years of independence constituted a proper concept of cultural education.Keywords: Education. School. Racism. Angola.Cuando el colono es negro: educación y prácticas sociales de reproducción del racismo en AngolaResumenEl racismo es, aún hoy, un fenómeno complejo que remite a las cuestiones de la humillación o discriminación de la persona a partir de los diferentes conceptos (raza, color de la piel y cultura) y status social jerárquicamente construidos. A partir de él se construye y reproduce el discurso que contribuye a consolidar formas y procesos que dan voz a la exclusión o la inclusión social. La propuesta de este artículo es analizar las prácticas sociales que contribuyen a la producción y reproducción del racismo en Angola; mirar al racismo como un instrumento al servicio de fines políticos, económicos y de poder; y destacar sus efectos en la educación angoleña. El texto trae algunos ejemplos que permiten entender cómo a partir de la concepción del sistema educativo angoleño, en 1975, se incorporaron elementos que apuntan al racismo, típicamente de la educación colonial, y que a lo largo de los 40 años de independencia fueron “minando” la concepción de una educación cultural propia.Palabras clave: Educación. Escuela. Racismo. Angola.

scholarly journals ‘Not yet Uhuru’: Interpreting the Education System in Post-Independence South Sudan

2019 ◽  
Vol 9 (3) ◽  
pp. 82
Author(s):  
Kuyok Abol Kuyok
Keyword(s):  
Teacher Training ◽  
Educational Policy ◽  
Education System ◽  
National Curriculum ◽  
South Sudan ◽  
Colonial Education ◽  
Policy And Practice ◽  
African Countries ◽  
Post Conflict ◽  
Foreign Education

South Sudan’s independence in July 2011 came with a euphoric promise to break with the Sudan’s culturaldomination, epitomised by the latter’s education system. Yet, despite the introduction of the national curriculum,South Sudan, as a part of the modern Sudan for decades, is struggling to rid itself of the colonial education system.This article examines the persistence of foreign education in post-independence South Sudan. The complexities ofthe foreign education are intertwined with the concurrent political and economic upheavals that have bedevilled theworld’s youngest nation. The national curriculum is encumbered by government underfunding ofeducation-associated with a poorly performing economy exacerbated by conflict. Underinvestment in education haswider implications for the provision of learning resources and teacher training. South Sudan’s continuous reliance onforeign schooling curricula implies that its education system is not yet ‘free’ and independent. Most importantly, inthe context of the renewed conflict, the lack of the national curriculum is critical for South Sudan’s nation-buildingagenda. The evidence in this article has implications for improving educational policy and practice in South Sudanand other similar post-conflict African countries.

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