Suchergebnisse

There is an understandable tendency to think that the first overt action taken by the British Government in respect of colonial education in Africa was the setting up of an Advisory Committee on Native Education in the British Tropical African Dependencies in 1923. This is not in fact true. There was for instance a Privy Council memorandum of 1847 on 'industrial schools for coloured races', in many ways a remarkable document, setting forth a number of ideas that were to be later accepted in colonial provision for education in Africa—ideas such as the interdependence of moral and physical training, the need for the school to make an impact on the local community in respect of agricultural development and improved sanitation, the need to adapt the content of the curriculum to local needs, and the advisability of the teacher being familiar with the local culture. And of course British experience in education in India provided some terms of reference for educationists in other parts of the world ruled by Britain. Often they tended to treat the Indian experience as a warning of what to avoid: for instance, it was believed that the use of English as a medium of instruction, as recommended in Macaulay's minute of 1833, might have contributed to the Mutiny of 1857; and also the structure of Indian education was considered rather top-heavy, following the establishment of universities whose students became leaders in the movements of political discontent. These "lessons' were to be incorporated in British thinking about education in Africa in the following century.

Cover -- Half Title -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Table of Contents -- List of Tables -- Contributors -- Note on Transliteration -- Introduction -- Part I: Indigenous African Education -- 1: Introduction -- 2: Indigenous Education in Yoruba Society -- 3: Akan Indigenous Education -- 4: Indigenous Education in Sierra Leone -- 5: Values in Indigenous African Education -- Part II: Islamic Education in Tropical Africa -- 6: Introduction -- 7: Conflict, Education and New Awareness in the Southern Sudan (1898-1956) -- 8: Interaction between Traditional and Western Education in the Sudan: An Attempt towards a Synthesis -- 9: Islamic Education in the Traditional and State Systems in Northern Nigeria -- 10: Government and Islamic Education in Northern Nigeria (1900-40) -- 11: The Islamic Education of an African Child: Stresses and Tensions -- 12: The Modernisation of Islamic Education in Sierra Leone, Gambia and Liberia: Religion and Language -- 13: Religious Education among Muslims in Uganda -- 14: Educational Progress and Retrogression in Guinea (1900-43) -- 15: Girls' Education in the Northern Sudan (1898-1956) -- 16: Western Education and Muslim Fulani/Hausa Women in Sokoto, Northern Nigeria -- Part III: Interaction and the Current Situation -- 17: Introduction -- 18: Secular Skills and Sacred Values in Uganda Schools: Problems of Technical and Moral Acculturation -- 19: Nationalism, Education and Imperialism in the Southern Sudan (1920-70) -- 20: English Versus African Languages as the Medium of Education in African Primary Schools -- 21: Literary Studies and Cultural Context: A Comparative Study -- 22: Traditional and Western Education in Mainland Tanzania: An Attempt at Synthesis? -- 23: The Organisation of Support and the Management of Self-help Schools: A Case Study from Kenya.