Education and Development in Colonial and Postcolonial Africa

[Pages:331]GLOBAL HISTORIES OF EDUCATION

Education and Development in Colonial and Postcolonial Africa

Policies, Paradigms, and Entanglements, 1890s?1980s

Edited by Damiano Matasci Miguel Bandeira Jer?nimo Hugo Gon?alves Dores

Global Histories of Education

Series Editors Diana Vidal University of S?o Paulo, S?o Paulo, Brazil

Tim Allender University of Sydney, NSW, Australia

Eckhardt Fuchs Georg Eckert Institute for International

Textbook Research Braunschweig, Germany

Noah W. Sobe Loyola University Chicago

Chicago, IL, USA

We are very pleased to announce the ISCHE Global Histories of Education book series. The International Standing Conference for the History of Education has organized conferences in the field since 1978. Thanks to our collaboration with Palgrave Macmillan we now offer an edited book series for the publication of innovative scholarship in the history of education.

This series seeks to engage with historical scholarship that analyzes education within a global, world, or transnational perspective. Specifically, it seeks to examine the role of educational institutions, actors, technologies as well as pedagogical ideas that for centuries have crossed regional and national boundaries. Topics for publication may include the study of educational networks and practices that connect national and colonial domains, or those that range in time from the age of Empire to decolonization. These networks could concern the international movement of educational policies, curricula, pedagogies, or universities within and across different socio-political settings. The `actors' under examination might include individuals and groups of people, but also educational apparatuses such as textbooks, built-environments, and bureaucratic paperwork situated within a global perspective. Books in the series may be single authored or edited volumes. The strong transnational dimension of the Global Histories of Education series means that many of the volumes should be based on archival research undertaken in more than one country and using documents written in multiple languages. All books in the series will be published in English, although we welcome English-language proposals for manuscripts which were initially written in other languages and which will be translated into English at the cost of the author. All submitted manuscripts will be blind peer-reviewed with editorial decisions to be made by the ISCHE series editors who themselves are appointed by the ISCHE Executive Committee to serve three to five year terms.

Full submissions should include: (1) a proposal aligned to the Palgrave Book Proposal form (downloadable here); (2) the CV of the author(s) or editor(s); and, (3) a cover letter that explains how the proposed book fits into the overall aims and framing of the ISCHE Global Histories of Education book series. Proposals and queries should be addressed to bookseries@. Preliminary inquiries are welcome and encouraged.

More information about this series at

DamianoMatasci ? MiguelBandeiraJer?nimo ?

HugoGon?alvesDores

Editors

Education andDevelopment

inColonial andPostcolonial

Africa

Policies, Paradigms, and Entanglements, 1890s?1980s

Editors Damiano Matasci University of Lausanne Lausanne, Vaud, Switzerland

Hugo Gon?alves Dores University of Coimbra Coimbra, Baixo Mondego, Portugal

Miguel Bandeira Jer?nimo Center for Social Studies University of Coimbra Coimbra, Baixo Mondego, Portugal

Published with the support of the Swiss National Science Foundation

Global Histories of Education

ISBN 978-3-030-27800-7

ISBN 978-3-030-27801-4 (eBook)



? The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Cover illustration: Ignacio Hennigs/Moment Open/gettyimages

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Acknowledgements

This book is the result of an international conference held in Lausanne in September 2017 (Shaping Education in the (Post) Colonial World, 1890s?1980s), to which some individual papers have been added. The editors would like to thank the Institute of Political Studies of the University of Lausanne and the Centre for Social Studies of the University of Coimbra for their administrative and financial support. Funding has also been provided by the Swiss National Science Foundation (research project: De la r?gulation au "d?veloppement". Modernisation, acc?s au savoir et politiques ?ducatives dans l'?ge global (1929?1961), no. PZ00P1_161530) and the Funda??o para a Ci?ncia e a Tecnologia (Portugal), in association with the research project "The worlds of (under) development: processes and legacies of the Portuguese colonial empire in a comparative perspective (1945?1975)" (PTDC/ HAR-HIS/31906/2017|POCI-01-0145-FEDER-031906).

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Contents

1 Introduction: Historical Trajectories of Education and Development in (Post)Colonial Africa1 Damiano Matasci, Miguel Bandeira Jer?nimo and Hugo Gon?alves Dores On Adaptability and "Useful Producers" (1900?1930)6 Development, After Depression (1930?1960)12 Competing Projects (1960?1990)16 Overview: Themes and Problems19 Bibliography22

Part I Education, Living Standards and Social Development 2 Welfare and Education in British Colonial Africa,

1918?194531 Peter Kallaway Conceptualizing Colonial Education33 Welfare and Education39 Conclusion47 Bibliography51

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viii CONTENTS

3 Une aventure sociale et humaine: The Service des Centres Sociaux in Algeria, 1955?196255 Brooke Durham Fundamental Education at UNESCO and the Service des Centres Sociaux58 The Structure and Organization of the Service des Centres Sociaux62 The Centres Sociaux in the Context of the Algerian War66 The Service des Centres Sociaux's Innovative Pedagogy72 Conclusion: "An Educational Exception"77 Bibliography79

4 Education Through Labor: From the deuxi?me portion du contingent to the Youth Civic Service in West Africa (Senegal/Mali, 1920s?1960s)83 Romain Tiquet The deuxi?me portion du contingent: A Disciplinary Heterotopia86 Education Through Labor86 Social Confinement and Hazardous Living Conditions89 Civic Service: A Developmentalist Heterotopia92 Mobilize and Control the Youth92 The Senegalese and Malian Experiences of Civic Service93 The More Things Change, the More They Stay the Same97 Legislative Legacies97 Obligation, Civic Duty, and Memory99 Conclusion101 Bibliography103

Part II Training Economic Actors

5 Becoming a Good Farmer--Becoming a Good Farm Worker: On Colonial Educational Policies in Germany and German South-West Africa, Circa 1890 to 1918109 Jakob Zollmann Conditions and Development Plans for Farming in GSWA-- The Necessity for Agricultural Education112

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