History through Narratives of Education in Africa : : Social Histories in Times of Colonization and Post Independence (1920s - 1970s) / / edited by Ellen Vea Rosnes, Pierre Giudi and Jean-Luc Martineau.

• Superior document: Africa-Europe Group for Interdisciplinary Studies ; 33
• TeilnehmendeR: Rosnes, Ellen Vea,
• Place / Publishing House: Leiden ;, Boston : : Brill,, 2024.; ©2024
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Series: Africa-Europe Group for Interdisciplinary Studies ; 33.; Social Sciences E-Books Online, Collection 2024.
• Physical Description: 1 online resource (428 pages)

Who were the actors involved in colonial and post-independence education in Africa? This book on the history of education in Africa gives a special attention to narratives of marginalized voices. With this original approach and cases from ten countries involving four colonial powers it constitutes a...

Table of Contents

• Intro
• Contents
• Foreword
• Acknowledgements
• Figures and Tables
• Figures
• Tables
• Abbreviations
• Notes on Contributors
• Introduction: Connecting Narratives of Education
• 1 History of Education in Africa and the Contribution of this Volume
• 2 Connected Histories and Contact Zones in Colonial and Post-Independence Education
• 3 The Search for Narratives of Education from Oral and Archival Sources
• 4 The Search for Marginalised Voices through Oral Interviews
• 5 The Search for Multiple Perspectives through Alternative Written Sources
• 6 The Use of Films as Sources for Research
• 7 Outline of the Book: Acting in the Contact Zone
• Part 1: The Genesis and Action of Intermediary Social Groups
• 01 Mission Education and the Powers of the Written Word along the Northeastern Shores
• 1 The Ambiguous Adventures of Luo Literati
• 2 Schools, African Schoolteachers, and Colonial Knowledge-Making
• 3 East African Knowledge Networks along the Northeastern Shores of Lake Victoria, 1890s-WWI
• 4 Local Struggles over Education in Interwar Maseno, WWI-1939
• 5 Educators as Knowledge Makers: Luo Historiography and Sigana
• 6 Conclusion
• Acknowledgements
• Archives
• Autobiographies, Novels, Short Stories
• 02 Making the Colonial School: Catholic Teachers and Muslim Students in Italian Somalia
• 1 Introduction
• 2 Not Seeing Like the Fascist State
• 3 Seeing Like Missionaries: Teaching Challenges
• 4 Pedagogic Strategies
• 5 Conclusion
• Archives
• Periodicals
• 04 Where is the Nation Heading? Empress Menen School for Girls and the 'New Era' in Ethiopia
• 1 Inside Empress Menen School: Local and Western Teachings Arrangements
• 1.1 Achieving International Academic Standards
• 1.2 Knowledge for the "New" Housewife
• 1.3 Moral Regulation at EMS: Loyalty to the King, the Country, and the Women.
• 2 Debates over Girls Education: the Acceleration of Time, Gender and National Identity
• 2.1 The Acceleration of Time
• 2.2 Which Women's Education for Which Social Roles?
• 2.3 Debates over Authority
• 3 Conclusion: the Hub of the Swirling Wheel
• 05 Women Teachers in Mayotte: Student Migration and Models of Womanhood in the Southwest Indian
• 1 French Colonial Education and Questions of Citizenship in the Southwest Indian Ocean
• 2 The Sainte-Marian Diaspora in Mayotte: French Education as Legacy
• 3 Tensions and Issues of Literacy in the Development of Hierarchies among Citizens of the French Empire from 1896 Onwards
• 4 Migration for Education
• 5 Indian Ocean Trajectories: Women's Educational Strategies and Networks
• 6 The Stories of Anne-Marie and Juliette
• 7 Education, Friendship and Love in Antananarivo
• 8 Social Changes in Mayotte
• 9 Women Teachers' Contribution to Education
• 10 Conclusion
• Acknowledgements
• References
• Private Archives
• Public Archives
• Printed Sources
• Administrative Sources
• Oral Sources
• Part 2: Colonial Spaces of Contact, Allegiances and Loyalties
• 06 Male and Female Teachers in Rural Areas of Madagascar: Role Models and Notables for Village
• 1 Introduction
• 2 Educational Offer in North Betsileo
• 3 Educational Stories and Model Teachers
• 4 Attachment to the Tanindrazana, the Village of Origin
• 4.1 Pride of Family and Lineage
• 4.2 Attaining Prestige in Tanindrazana through the Construction of Houses and Tombs
• 5 Conclusion
• Private Written Sources
• Oral Sources
• 07 Women, Mission Education and Loyalties
• 1 Introduction
• 2 Research Methodology: Archival and Oral Histories
• 3 Baptist Education and Gender among the Indian Populations in Natal
• 4 Norwegian Lutheran Education and Gender in KwaZulu-Natal among Zulu Women
• 5 Female Narratives of Education.
• 6 Kanakamma Rangiah and Sungunamma Rangiah's Stories
• 6.1 Thandiwe's Life Narrative
• 7 Women's Experiences of Mission Education and Processes of Transloyalties
• 8 Conclusion
• Archival Sources
• Oral Sources
• Newspapers/Pamphlets
• 08 School Careers and Experiences of a Sibling during the Algerian War
• 1 A Village Marked by Long Traditions of Schooling
• 1.1 Access to Schooling: a Privilege in Colonial Algeria in the 1950s
• 1.2 The Place of School in the AD Family: a Privilege Reserved for Boys
• 2 Contrasting the Effects of Schooling on Siblings: the Outbreak of War
• 2.1 The Contrasting Experience of the Military School
• 3 School Careers and a Family Tested by the War
• 3.1 A Family Educational Project Reconfigured by the War
• 3.2 The End of the War and Its Effect on Education
• 4 Conclusion
• Archival Sources
• Published Sources
• Part 3: Limits and Closings
• 09 Education for and by the Indigenous in Colonial Algeria: "contact zone" or the Beginnings
• 1 The School as a "contact zone": What Realities in Colonial Algeria?
• 2 Private Schools 'for and by' the Indigenous
• 2.1 Sufis and Reformists in School Provision in Algeria
• 2.2 Growing Competition within Private Muslim Education in Major Urban Centres
• 3 Preparing a National Education?
• 3.1 1962: Lack of Staff and Infrastructure in the Face of the Programmed Massification of Education
• 4 Conclusion
• 10 Teacher Training during the Process of Assimilation and the Extension of the Status
• 1 Reunion: a Special Teacher Training Site in the Empire and the Republic (1875-1946)
• 2 The First Classes of Normaliens after the Establishment of Départementalisation: a Portrait of a Generation
• 3 The Creation of a New Reunionese Elite
• 4 Conclusion
• Archival Sources
• Oral Sources.
• 11 The 'Open' Performance: Institutional Autonomy over Academic Freedom in the 1950s Academi
• 1 The Shaky Foundations of a Progressive Legacy
• 2 South African Universities in the 1950s
• 3 The Extension of University Education Act 45 of 1959
• 4 The Importance of Rhetoric
• 4.1 The Academic Freedom March
• 4.2 The 1959 General Assembly
• 5 A Flawed but Influential Blueprint for University Protest
• 6 Conclusion
• 12 "We all went to school": Women's Narratives of Education in Cape
• 1 Introduction
• 2 Education and Gender
• 3 Colonial Education in Cape Verde
• 4 School as a "contact zone"
• 5 Women Narratives about Schooling
• 6 Access to School
• 7 School as a Space of Training and Social Dynamics
• 8 Final Considerations
• Acknowledgements
• Archival Sources
• Oral Sources
• 13 The Promotion Plan for Overseas Education
• 1 Introduction
• 2 Portuguese Colonial Policy
• 3 Education in Portuguese Colonies
• 4 Colonial Education Reform in the 1950s
• 5 Amadeu Castilho Soares: Creating a Development Plan for Education
• 6 Analysis of the Development Plan
• 7 Quantitative Characterization of the Overseas Education System
• 8 Qualitative Characterization of the Overseas Education System
• 9 Planning the Education System
• 10 Conclusion
• Archival Material
• Part 4: Two Way Round Circulations
• 14 Swedish Evangelical Mission, Popular Mobilization for Schooling and Egalitarian Ideals
• 1 The SEM in Sweden
• 2 Ethiopia
• 3 The SEM to Eritrea and Ethiopia
• 4 A Swedish Popular Movement in Ethiopia
• 5 Ethiopia in Sweden
• 6 Concluding Remarks
• Acknowledgements
• 15 Disability, Colonial Propaganda and Transcultural Zones of Contact: the Visual Representation of
• 1 Leprosy, History of Education and Intersectionality
• 2 Shared Heritage, Participation and the De-Colonization of Historical Methods.
• 3 Construction of Difference in Gérard de Boe's 1938 Documentary La lèpre
• 3.1 Clothing and the Black-White Dichotomy
• 3.2 Cutlery and the Civilised-Uncivilised Dichotomy
• 3.3 Soil and the Human-Animal Dichotomy
• 3.4 Hands and the Useful-Useless Dichotomy
• 3.5 The Educational Possibility of Transcultural Zones of Contact
• General Index
• Index of Authors
• Index of Schools.