Education and Development in Colonial and Postcolonial Africa :Policies, Paradigms, and Entanglements, 1890s–1980s
This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the “educability” of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the “educability” of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work.
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description_of_book
This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collabora
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Éditrice
Date de publication
2020 Jun 29
ISBN
978-3-030-27801-4
À propos des auteurs
Damiano Matasci(editor)
Miguel Bandeira Jerónimo (PhD King's College London, 2008) is a Senior Research Fellow at the Centre for Social Studies-University of Coimbra, Portugal. He is a Professor at the PhD Program Heritages of Portuguese Influence (III/CES), University of Coimbra (since 2012), of which he is scientific co-coordinator. He is also an Assistant Professor at the New University of Lisbon (Portugal). He was a researcher at European University Institute (2008), a Visiting Assistant Professor at Brown University (2011 and 2012), a Visiting Scholar at King's College London (2012-2013), and Hélio and Amélia Pedroso/Luso-American Foundation Endowed Chair in Portuguese Studies (Spring 2019), at the University of Massachusetts Dartmouth (USA). Between 2009 and 2015, he was Research Fellow at the Institute of Social Sciences of the University of Lisbon.
Miguel Bandeira Jerónimo(editor)
He obtained his BA in History (2005) and MA in Contemporary History (2009) at the Faculty of Letters - University of Lisbon. He was awarded his PhD in History in PIUDH (ICS - University of Lisbon), in 2014, with the thesis Uma Missão para o Império: política missionária e o "novo imperialismo" (1885-1926). Member of the Centre of Religious History Studies - Catholic University of Portugal (since 2011) and of the Consejo Academico de Estudios Afro-Hispanicos (UNED, Madrid) (since 2015). He was a visiting scholar at the Katholieke Universiteit Leuven (Belgium, 3011) and Brown University (United States, 2012). He participated in the international projects: Globiber - «Le renouveau impérial des États Ibériques: une globalisation originale? (1808-1930)», Casa de Velázquez (École des Hautes Études Hispaniques et Ibériques - Madrid) (2012-14) e «Internationalism and Empire: The Politics of Difference in the Portuguese Colonial Empire in Comparative Perspective (1920-1975)», ICS-UL (2012-15). He has been working on missions and empires (19th and 20th centuries), namely on imperial policies related to missions (both Catholic and Protestant) and its transnational dynamics, education, development and inter-imperial co-operation. His postdoctoral project - "Educating empires: international organizations, inter-imperial cooperation, and the educational policies in late colonialism" - studies the circulation of ideas and projects on education of African populations under colonial rule, exploring the role of the imperial administrations and inter-imperial and international organizations, such as the CCTA and UNESCO.
Hugo Gonçalves Dores(editor)
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