Colonial Education Research Articles

The Prevalence of Modern Education and the Anti-Japanese Student Movement in the Naepo Area under the Rule of Japanese Imperialism

This research, with the purpose of examining a social change, the formation of local elites and their activities in the Naepo area from the Korean Empire to the Japanese occupation, is taking a look at the prevalence of modern education and the student resistance movement.BR The movement for establishing private schools in the Naepo area had been started in such regions as Deogsan and Taean, where sea transportation had developed, and then it continued to Hongsung, the center of politics and culture. In 1908, Gihohung Academy was founded, and by establishing its branches at Seosan, Haemi, Dangjin , and Hongju, the movement for founding private schools was more actively developed. The main activists were called Yooji or Sinsa, but in fact they were innovative Confucian scholars, minor government officials, and country governors. Together with them, Catholics and other Christians participated in this movement as well.BR During the 1st and 2nd Chosun Education Principles periods, only elementary schools were increased, and there was no change for middle and high schools. Japanese imperialism attached importance to the basic education and low quality of industrial education for Korean students. From this, we can see how inferior the reality of local education and colonial education was under the Japanese occupation.BR In the 1920s, the movement for establishing night schools and training schools was rapidly spread out in every army. Since there are lots of sub counties called Myun that did not have elementary schools, the movement to educate proletarian children at the level of Myun was actively expanded. The core members of the movement were usually students and people from church who graduated from elementary school.BR The movement for establishing schools in the Hongsung area, main activists mostly consisted of landowners and interested local people who possessed an economic base in the field of finance and commerce, and who tried to obtain confidence and popularity through attracting activity for the schools. They organized various social groups like Youth Groups and played a leading role in the movement of the local community. Furthermore, as participants increased, interested and locals became the main activists.BR In the 1920s, there were several school strikes in the Naepo area, specifically at Yesan, Hongsung, Dangjin, and the features of the school strikes are as follows.BR First, school strikes took on a national and anti-Japanese character against colonial education, resisted discrimination and unqualified Japanese teachers, and their unfaithful attitude.BR Second, there were 9 school strikes in the Naepo area among the total number of 28 outbreaks in the Chungnam region, so it makes up a comparatively large portion of 32.2%. This is considered a result of a progressive local peculiarity; the rapid acceptance of modern thoughts, and strong anti-sentiments in the prevalence of modern education.BR Third, school strikes had occurred in the middle school rather than elementary school. This is because the resistance awareness of students graduating from elementary school and entering the higher institution, had been highly developed with regard toward the policies of colonial education and the low quality of industrial education.

Introduction of a Public Education System into the <i>Circonscription Résidentielle de Kompong-Cham</i>

Public education was introduced into the Kingdom of Cambodia starting in 1903. In this year, Éecole Norodom was opened in Phnom-Penh. The first écoles francocambodgiennes were opened in Kompong-Cham and Pursat, and expanded to every circonscription résidentielle. The top of the écoles franco-cambodgiennes system was the college Sisowath in Phnom-Penh, whose purpose was to educate functionaries.With regard to the public education system, it has been said that the school attendance rate among Cambodian was very low compared to Chinese or Vietnamese. The reasons were thought to be derived from (1) the lack of a tradition of schools in Cambodia, (2) the reluctance of parents who would be deprived of their children's labor, and (3) Buddhism, which was considered incompatible with modern education. However, these analysis dealt with Cambodia as a whole. The data that they depended on were mainly taken from schools located in the administration centers of circonscription résidentielle, and they never reflected the rural situation. Futhermore, according to a list of the number of schools in each circonscription résidentielle in 1930, we may assume that the situation or systems of public education were very different in each circonscription résidentielle. Therefore, we should initially examine the situations of each circonscription résidentielle before dealing with Cambodia as a whole.This paper investigates closely the introduction of public education in the circonscription résidentielle de Kompong-Cham, located along the middle course of the Mekong River. The main source is “Rapports périodiques, économiques et politiques de la résidence de Kompong-Cham” from 1898 to 1929.In the résidentielle de Kompong-Cham, there was a disparity between the école résidentielle/école de plein exercise established in Kompong-Cham city and the écoles provinciales/écoles élémentaires established in rural villages. The number of students continued to increase in the former, but in the latter, the number was inactive at all times. The reasons for the inactivity of the écoles provinciales/écoles élémentaires were reported as based on (1) the insufficiency of good teachers and (2) the indifference of parents to education. In contrast, the école résidentielle/école de plein exercise held a splendid ceremony at the end of every school year, and sent excellent students to the college Sisowath to be candidates of functionaries. From 1925 onward, school football matches were held every year, and the team from Kompong-Cham became a powerful team second only to the college Sisowath. The honored and hope-filled prospects must have given students an incentive to attend school. At least in Kompong-Cham, for those Cambodians who lived during the first quarter of the twentieth century, proficiency in the French language and the metric system was beneficial only in cases of people becoming functionaries. For the majority of Cambodians, French colonialism failed to show how colonial education profits a primarily agricultural population.

Colonial educators: the British Indian and Colonial Education Service, 1858-1983

Foreword by Anthony Kirk-Greene ix Preface xiii PART ONE: The Indian Education Service 1. The Origins and Nature of the Indian Education Service 3 2. The Intellectual Calibre of the Indian Education Service 23 3. The Trials and Tribulations of the Indian Education Service 42 4. The Female Members of the Indian Education Service 57 5. The Demise of the Indian Education Service 68 PART TWO: The Colonial Education Service 6. The Origins and Nature of the Colonial Education Service 81 7. Sir Hanns Vischer 106 8. Arthur Mayhew 149 9. Eric Hussey 171 10. Sir Christopher Cox 188 11. W. E. F. (Frank) Ward 206 12. Margaret Read 227 13. Freda Gwilliam 244 14. William A. Dodd 261 Bibliography 274 Index 275

Textual Attitude, Colonial Literature and the Mental Subjugation of the Colonised in Africa

This paper underscores the cultural dimension of the European imperialist project with particular reference to Anglophone Africa. Drawing on assumptions and insights rooted in colonial discourse analysis, it explores the implications of the subtle use of the literature of empire for the promotion of European imperialism. It reveals that African curriculum planners, who perpetuate the imperialist hegemony by giving undue prominence to literary works that were originally popularised by the colonial establishment, are still serving the imperialist interest promoted by colonial education. This suggests that while colonialism is a determinable experience in temporal terms, imperialism outlives the official termination of colonial engagements.

The Indian Association for the Cultivation of Science: A Tortuous Tryst with Modern Science

The Indian Association for the Cultivation of Science (IACS) founded by Mahendra Lal Sircar in Calcutta in 1876 was the first large-scale indigenous enterprise in colonial India for the propagation of modern science. The efforts towards the formation of the IACS were marked by a range of ideas and positions which reflected mainstream elite Indian attitudes to western science as also the many paradoxes that the colonial situation imposed on the whole enterprise. The first exposures of the Indian elite to western education had evoked an admiration for modern science, its values, and its “infinite” possibilities. But the admiration so generated could not run on a momentum of its own because of the limitations of the colonial education system itself. The appreciation of modern science also brought about a soul-searching as to why a civilization with a hoary tradition of science had stagnated. This, in turn, led to vigorous socio-cultural self-criticism aimed at ending what was perceived to be long slumber and degeneration. Science itself was seen as a force for such liberation and the alien colonial government as its chief facilitator. The latter was not too eager to promote science at large. Hence the need for an indigenous initiative. However, the plain existential realities of colonialism dictated that little could be achieved without the support of the government. With all its paradoxes and ironies, the IACS project was yet a grand endeavour, forming a lasting part of the Indian scientific landscape. In fact, given its peculiar circumstances, it would have been very unreal without its paradoxes.

British Colonial Higher Education Policy-making in the 1930s: The case of a plan to establish a university in Cyprus

This article examines Britain's colonial education policy in Cyprus in the late 1930s, and more specifically, its efforts to establish a university on the island. The British unpublished plan for a university in Cyprus is considered in the light of the particular social and political context of Cyprus and also in relation to Britain's broader colonial education policy. Primary source material is used as the basis for investigation and analysis.

Oversea Education and British colonial education 1929-63

(2003). Oversea Education and British colonial education 1929-63. History of Education: Vol. 32, No. 5, pp. 561-575.

Colonialism and the Politics of 'Chinese History' in Hong Kong's Schools

Writers on colonial education have generally assumed that colonial curricula were tools of metropolitan political and cultural 'hegemony'. In particular, it is alleged that colonial history curricula neglected or ignored the histories of indigenous populations. Through analysing the case of Chinese History in Hong Kong, this article demonstrates that these assumptions are highly misleading. Far from exercising 'hegemonical' authority over the school curriculum, the colonial government was to a large extent the prisoner of its local collaborators. For reasons of political as well as educational expediency, in the post-war years the government initiated a conservative Chinese History curriculum to be taught alongside the separate subject of 'History'. Subsequently, a strong Chinese History subject community evolved, who by appealing to nationalist sentiment were able to resist successfully the calls for reform. As a result, efforts by both the colonial and post-colonial administrations to resolve the anomaly of having two history subjects have proved fruitless.

Literary culture in colonial Ghana: "How to play the game of life"

*Literary Culture in Colonial Ghana* examines the activities of African readers in the British colony of the Gold Coast between 1880 and 1940, and the pan-West African cultural and political networks that grew up around the English-language in the decades before decolonisation. The role of missionary presses in the production of vernacular and 'self-help' literature is assessed, as well as the ways in which local literary expectations and values were formed through the colonial education system.

Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States: From Eurocentrism to Culturally Powerful Pedagogies

This paper presents comparative research which examines issues in teaching Indigenous primary school students in Australia and the USA. It portrays the dilemmas for teachers and students when the curriculum is dominated by a monocultural, Eurocentric ethos. It then describes schools that have moved towards an alternative curriculum. In discussing postcolonial challenges for teacher educators and education policy makers arising out of these issues, the paper continues the debate about postcolonial approaches to cross-cultural and anti-racist education for Indigenous children in their community contexts. It argues that elements for significant educational change exist in both countries, and discusses how these changes need to be expanded and systematised to achieve a culturally powerful curriculum in Indigenous schools.

Uncoupling the Articulation Between Girls' Education and Tradition in Tanzania

This article explores theoretical and historical problems associated with representations of gender and race in the Third World. Using a feminist cultural studies approach, the author examines representations associated with the concept of African tradition that have shaped colonial and post-colonial education policy for girls in Tanzania. Archival materials from missionary, colonial, and African sources reveal the multiple and often conflicting views of tradition conveyed through programmes intended to increase African girls' participation in school. The uses of tradition in colonial policy making are compared with its meanings in contemporary educational programmes for girls in an attempt to further feminist scholarship and action around the issue of girls' education.

Macaulay's Minute Revisited: Colonial Language Policy in Nineteenth-century India

This paper examines a crucial episode in the history of language policy in British colonial education: the Orientalist–Anglicist controversy of the 1830s over the content and medium of government education in India. The bitter dispute over colonial language-in-education policy during this period raised fundamental questions about the roles and status of the English language and the Indian vernacular and classical languages in the diffusion of Western knowledge and ideas on the subcontinent. At the heart of many accounts of the controversy, not least those of a polemical nature, is Thomas Babington Macaulay's famous Minute of 1835, which advocated the creation of a class of anglicised Indians who would serve as cultural intermediaries between the British and their Indian subjects. This paper reassesses Macaulay's influence on British language policy in 19th century India. It begins by examining the background to the Orientalist–Anglicist dispute in the late 18th and early 19th centuries, and then moves on to analyse the content and purpose of the Minute. The second part examines the short-term and long-term consequences of Macaulay's scheme in India and in other British colonial contexts.

Japanese Higher Education Policy in Korea (1910—1945)

The purpose of this article is to examine the impact of Japanese nationalistic thought on the administrative systems and structures of colonial and modern higher education in Korea, as well as to analyze Japanese higher educational policy in Korea during the colonial period (1910-1945). It begins with an examination of Shinto, a syncretistic Japanese state religion and the ideological basis of national education. The author investigates Japanese educational policy and administration during the colonial period, including the establishment of a colonial imperial university in Korea. He also reviews the administrative systems and organizational structures in imperial and colonial universities. Both beneficial and negative impacts of the Japanese colonial education system on current Korean higher education conclude the analysis.

Curriculum and pedagogy in the development of colonial imagination: a case study

The article sheds light upon the concept of imagination that has come into sharp focus in the recent literature having to do with globalisation, equity and race. It adopts one definition of the construct (imagination) and demonstrates how it may be contrived to the detriment of the ‘Other’. The context is British colonialism and the curriculum, and how it was dispensed in the late colonial period in Trinidad and Tobago embody the framework from which data are drawn. A mix of sources is used to enhance the data set. Several findings have been revealed. Just as the current global world works through and depends upon a global imagination, so did Empire-building engage and depend upon a colonial imagination developed for, and internalised by, the local through curriculum and pedagogical practices. Dated ideologies were used in the process, but even when current frames informed practice, selection in the interest of the coloniser was the main feature that guided the enterprise. On a more general note the Trinidad and Tobago scenario returns the reader to the colonial scene, demonstrates how education and schooling were deliberately twisted to minister to subversive ends, and supports the critique that the interactions that produced colonial education systems were anchored in racism and violence.

Constructing Indigenous Childhoods

Through interrogating our prevailing understanding of childhoods of the poor in the Third World as `traditional', this article attempts to make apparent the significant break that colonialism signified in these lives. It does so through locating a Calcutta street child's vocational education experiences within a historical understanding of the workings of colonial education policies. The effort in the article is to highlight the effects of these policies on the street child's cultural narratives as well show how these narratives are imbricated in the creation of the national modern.

The foundations of educational curriculum and diversity: 1565 to the present

Each Chapter begins with a Chapter Organizer and Timeline. Organizer. Introduction. 1. Culture, Religion, and Colonial Education: 1565 to 1776. 2. Moral Training, Women's Seminaries, and Leadership in the New Republic: 1776-1830. 3. Common Schools, Teacher Training, and the Bible. 4. Reconstruction, Kindergartens, and Religious Schools: 1865-1890. 5. Industrialism, Immigration, and the New Psychology: 1890-1915. 6. Science, Sexism, and Theology: 1918-1930. 7. The Great Depression, Critical Thinking, and Hispanic and Native Americans: 1930-1940. 8. War, Democracy, and Isolation within Minority Groups: 1940-1954. 9. Desegregation, Academics, and the Comprehensive High School: 1954-1964. 10. The Civil Rights Movement, Christian Day Schools, and Multiculturalism: 1964-1980. 11. The Culture of Poverty, Compensatory Curricula, and Federal Funding: 1964-1998. 12. The Advocates - Feminism and Special Needs: 1964-1998. 13. Technology, Diversity, and Iconoclas: 1980-2000. Conclusion.

French Colonial Education: Essays on Vietnam and West Africa

French Colonial Education: Essays on Vietnam and West Africa

Chameleon Games: Ranjitsinhji's Politics of Race and Gender

Chameleon Games: Ranjitsinhji’s Politics of Race and Gender Satadru Sen The first Indian to become a celebrity athlete was a man of staggering contradictions. At various points in a public career that stretched between the 1890s and the 1930s, he was the definitive upper-class Englishman as well as the authentic Oriental. He was the stalwart defender of the Empire on the cricket fields of Australia and the trenches of France, but he was also acutely aware of the racial hierarchies of British colonialism, and could be a scathing critic of imperial policy. For much of his life, he tried hard to represent himself as a member of India’s so-called martial classes. Yet his gender was circumscribed by his ambiguous racial status, and he was frequently depicted by English observers as a fragile, almost ethereal creature, far removed from late-Victorian ideals of masculinity. The individual in question is Kumar Shri Ranjitsinhji, or, as the British renamed him, Ranji. This renaming of the man is not insignificant. The contrast between the long, “exotic” name and short Anglicized nickname represents the discursive tensions that surrounded Ranjitsinhji during his long career as an athlete, a politician, a celebrity and a legend. These tensions reveal a great deal about the ideologiesof race, gender, and political identity in colonial India and the contemporary Empire. When we look closely at how Ranjitsinhji represented himself, and at how he was represented by others, we find that the fluctuating discourses of color, manhood and loyalty served a dual function. On the one hand, they served to restrict his mobility in an empire that was defined in terms of race, gender and political allegiance. On the other hand, because these discourses were not fixed, but subject to transformation and manipulation, they could serve as enormous assets: to the man himself, as well as to those who clutched at his image. What I intend to do in this paper is examine three parallel and interlinked processes of transformation. By the first process, Ranjitsinhji the Indian became Ranji the brown Englishman, and then reverted to Ranjitsinhji — but without entirely relinquishing his claim to Englishness. By the second process, a man of very vague political standing became a champion of the British Empire and a companion of Britain’s ruling elites, and then became a bitter critic of colonial policy in India, but without giving up his claim to loyalty. By the third process, a “Rajput warrior” became a delicate, magical, almost non-physical presence, even as he played a sport that was central to late-nineteenth-century English masculinity. A few years later, however, he changed again into a hyper-masculine Rajput, and took on the additional identity of a modern Indian man. In each case, the transformation was part of an elaborate and partially successful strategy of developing a political and cultural base for Ranjitsinhji that was substantially autonomous of the British. I am not arguing that the changes were simply a series of disingenuous poses. These were metamorphoses brought about by colonial education, English adulation, and the realities of imperial politics. What is significant is the publicity that was given to each new posture, by Ranjitsinhji himself, and subsequently by his official biographer Roland Wild. Wild’s biography of his patron is a fascinating historical document, not only because it reveals much about how Ranjitsinhji wanted to be remembered by the English, but also because it shows how English readers may have wanted to remember the man. No less than Ranjitsinhji himself, Wild is one of the actors in this analysis. While it is safe to assume a broad commonality of interest between Ranjitsinhji and his literary undertaker, it is important not to lose sight of one very important fact: Wild was engaged in preserving Ranjitsinhji for English collective memory. Accordingly, he selected episodes and images that made Ranjitsinhji a familiar and sympathetic figure for English readers, especially English males. Obviously, an Indian nationalist or a feminist would have made very different choices. The point, of course, is that Ranjitsinhji did not choose an Indian, or a woman, to assemble and present his posthumous image. He chose Roland Wild. Race Ranjitsinhji was born within three...

Social work education in Zimbabwe: Strengths and weaknesses, issues and challenges

Social work education in Zimbabwe began with the establishment of the School of Social Work in 1964. Prior to this, the country relied on social workers trained in Britain, South Africa and Zambia . The initial focus of social work education was on training cadres who would work with groups of unemployed youths and women in urban areas. Thus, the programmes were introduced to address urban social ills. The major strengths of colonial social work education were that it provided the foundation for professional social work practice and it responded effectively to the practice needs of social work agencies. There were, however, some weaknesses such as dependence on Western literature and expatriate teachers and an orientation towards curative social work instead of developmental social work. Since the attainment of independence, the School of Social Work has endeavoured to make social work education more responsive to the development needs of the country. Great strides have also been made in developing indigenous teaching materials. The challenge facing social work education in Zimbabwe is to make it relevant and appropriate, particularly in terms of preparing social workers to address structural problems in society.

Class Formation and Civil Society: The Politics of Education in Africa

Part 1 Introduction. Part 2 The promise and deception of modern education in sub-Sahara Africa: colonial education - the civilizing mission, 1910-1960 independence education - for the grandeur of the whole nation, 1960-1980 austerity education - sauve qui peut, 1980-. Part 3 Social class, civil society, and political analysis in sub-Sahara Africa: elite theory and social class analysis political elites and ruling classes elite, classes, and civil society. Part 4 Schooling and social stratification in sub-Sahara Africa: social class analysis, civil society, and schools private schooling - class formation for emerging civil societies new political realities - passive social differentiation. Part 5 Cameroon - parents' organizations, private schools, and the development of educational privilege: schooling in Yaounde - growth, privilege, and fiscal crisis schools in Yaounde II - the geography of educational privilege signs of the times - parents' associations and private schools emergence of a class-based civil society. Part 6 Returning to class - the Congo and the social costs of a collapsed educational system: a vision of national education, 1954-1970 egalitarian rhetoric in an exploitative state, 1970-1980 attempting to salvage the national school system, 1980-1985 private education - social flight or development? 1985-. Part 7 Enhancing the status quo - Kenya and the consolidation of educational privilege: Nairobi and the establishment of formal schooling shifting the burden - fiscal austerity and new patterns of social stratification in the 1980s Nairobi in the 1990s - street kids, European academies, and the reinforcement of privilege the politics of passive social stratification. Part 8 Schooling for a new century - diversity for all, opportunity for the few: differentiating urban educational experiences schools, class formation, and civil society in Africa the prospects for formal schooling in Africa.