Titlebook: Education and Development in Colonial and Postcolonial Africa; Policies, Paradigms, Damiano Matasci,Miguel Bandeira Jerónimo,Hugo Gonç Book

Meditative

: The Service , in Algeria, 1955–1962c and Cultural Organization’s Fundamental Education Programs, the . arose out of local initiatives to break down barriers between communities and to meet the needs of the most disenfranchised in the midst of colonial violence and injustice.

GRIEF

Education Through Labor: From the , to the Youth Civic Service in West Africa (Senegal/Mali, 1920s–1nt the former colonial “second portion du contingent.” More broadly, through the analysis of the legacies and continuities, I argue that the postcolonial elites perpetuate the “civilizing mission,” no more for the so-called mise en valeur of the colonies but for the development of the territory.

Obituary

Cruce et Aratro: that, while De Vecchi promoted assimilationist teaching, his successor Guido Corni (1928–1931) switched to curriculum adaptation and discouraged evangelization. Such a change reflects broader trends in the history of global education as well as racial thinking and religious policy in Italian colonies.

启发

Becoming a Good Farmer—Becoming a Good Farm Worker: On Colonial Educational Policies in Germany and cal agriculture was institutionalized and administered; (3) how, in Germany, two schools for tropical agriculture were set up; and (4) how the debate about an “education to work” for the African workforce in GSWA resulted in the willful exclusion of this group from the most elementary forms of education.

费解

palpitate

Book‘‘‘‘‘‘‘‘ 2020the 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

叙述

Introduction: Historical Trajectories of Education and Development in (Post)Colonial Africa, of this collective book. It discusses the three key phases during which the economic and social goals of education were profoundly reconfigured. The first phase, spanning the period between 1900 and 1930, coincided with the introduction of the first “native” educational systems in the wake of the “

高射炮

Nibble

: The Service , in Algeria, 1955–1962 during the Algerian War. This chapter pairs the history of education and international development to study approaches to human development in Algeria before independence in 1962. Sanctioned by the Governor-General of Algeria, Jacques Soustelle, the . sought to modernize the Algerian masses through

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