Education and development in colonial and postcolonial Africa : policies, paradigms, and entanglements, 1890s-1980s / Damiano Matasci, Miguel Bandeira Jerónimo, Hugo Gonçalves Dores, editors

Includes bibliographical references and index

Chapter 1 Introduction: Historical Trajectories of Education and Development in (Post)Colonial Africa -- Part I Education, Living Standards and Social Development -- Chapter 2 Welfare and Education in British Colonial Africa, 1918–1945 -- Chapter 3 Une aventure sociale et humaine: The Service des Centres Sociaux in Algeria, 1955–1962 -- Chapter 4 Education Through Labor: From the deuxième portion du contingent to the Youth Civic Service in West Africa (Senegal/Mali, 1920s–1960s) -- Part II Training Economic Actors -- Chapter 5 Becoming a Good Farmer—Becoming a Good Farm Worker: On Colonial Educational Policies in Germany and German South-West Africa, Circa 1890 to 1918 -- Chapter 6 Cruce et Aratro: Fascism, Missionary Schools, and Labor in 1920s Italian Somalia -- Chapter 7 Becoming Workers of Greater France: Vocational Education in Colonial Morocco, 1912–1939 -- Chapter 8 Engineering Socialism: The Faculty of Engineering at the University of Dar es Salaam (Tanzania) in the 1970s and 1980s -- Part III Entanglements and Competing Projects -- Chapter 9 Enlightened Developments? Inter-imperial Organizations and the Issue of Colonial Education in Africa (1945–1957) --Chapter 10 The Fabric of Academic Communities at the Heart of the British Empire’s Modernization Policies -- Chapter 11 Exploring “Socialist Solidarity” in Higher Education: East German Advisors in Post-Independence Mozambique (1975–1992) -- Index

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