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French feminist engagement with the underlying economic injustice of colonial rule was rare indeed. Denise Moran Savineau’s official survey of the social condition of women in French West Africa, conducted on behalf of Governor-general Marcel de Coppet in 1937–38, was highly unusual. Moran was a colonial education specialist who made her name with a devastating critique of
The substantive and methodological contributions of professional historians to development policy debates was marginal, whether because of the dominance of economists or the inability of historians to contribute. There are broadly three ways in which history matters for development policy. These include insistence on the methodological principles of respect for context, process and difference; history is a resource of critical and reflective self-awareness about the nature of the discipline of development itself; and history brings a particular kind of perspective to development problems . After establishing the key issues, this book explores the broad theme of the institutional origins of economic development, focusing on the cases of nineteenth-century India and Africa. It demonstrates that scholarship on the origins of industrialisation in England in the late eighteenth century suggests a gestation reaching back to a period during which a series of social institutional innovations were pioneered and extended to most citizens of England. The book examines a paradox in China where an emphasis on human welfare characterized the rule of the eighteenth-century Qing dynasty, and has been demonstrated in modern-day China's emphasis on health and education. It provides a discussion on the history of the relationship between ideology and policy in public health, sanitation in India's modern history and the poor health of Native Americans. The book unpacks the origins of public education, with a focus on the emergency of mass literacy in Victorian England and excavates the processes by which colonial education was indigenized throughout South-East Asia.
In the twenty years between the end of the First World War and the start of the Second, the French empire reached its greatest physical extent. At the end of the First World War, the priority of the French political community was to consolidate and expand the French empire for, inter alia, industrial mobilisation and global competition for strategic resources. The book revisits debates over 'associationism' and 'assimilationism' in French colonial administration in Morocco and Indochina, and discusses the Jonnart Law in Algeria and the role of tribal elites in the West African colonies. On the economy front, the empire was tied to France's monetary system, and most colonies were reliant on the French market. The book highlights three generic socio-economic issues that affected all strata of colonial society: taxation and labour supply, and urban development with regard to North Africa. Women in the inter-war empire were systematically marginalised, and gender was as important as colour and creed in determining the educational opportunities open to children in the empire. With imperialist geographical societies and missionary groups promoting France's colonial connection, cinema films and the popular press brought popular imperialism into the mass media age. The book discusses the four rebellions that shook the French empire during the inter-war years: the Rif War of Morocco, the Syrian revolt, the Yen Bay mutiny in Indochina, and the Kongo Wara. It also traces the origins of decolonisation in the rise of colonial nationalism and anti-colonial movements.
of infinite mobility collapsed back into the fishbowl (or many fishbowls), Ranjitsinhji was required to align himself with a national/colonial gender that was inconsistent with his essentially cosmopolitan identity. He had reached the limits at the end of the experiment: an athlete who no longer had anything to represent, a soldier without a country and a man without a wife. IV: 1 Athletic manhood and colonial education In her perceptive study of the political uses of education in British India, Gauri
role and place of education within the development project and the politics of its implementation. Finally, section three discusses what were termed as adult and mass education schemes as a component of colonial development and its objectives. Early colonial education in Nigeria: towards development ‘along native lines’ In the nineteenth century
Fifty years ago Enoch Powell made national headlines with his 'Rivers of Blood' speech, warning of an immigrant invasion in the once respectable streets of Wolverhampton. This local fixation brought the Black Country town into the national spotlight, yet Powell's unstable relationship with Wolverhampton has since been overlooked. Drawing from oral history and archival material, this book offers a rich local history through which to investigate the speech, bringing to life the racialised dynamics of space during a critical moment in British history. What was going on beneath the surface in Wolverhampton and how did Powell's constituents respond to this dramatic moment? The research traces the ways in which Powell's words reinvented the town and uncovers highly contested local responses. While Powell left Wolverhampton in 1974, the book returns to the city to explore the collective memories of the speech that continue to reverberate. In a contemporary period of new crisis and division, examining the shadow of Powell allows us to reflect on racism and resistance from 1968 to the present day.
In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.
In May 1958, and four years into the Algerian War of Independence, a revolt again appropriated the revolutionary and republican symbolism of the French Revolution by seizing power through a Committee of Public Safety. This book explores why a repressive colonial system that had for over a century maintained the material and intellectual backwardness of Algerian women now turned to an extensive programme of 'emancipation'. After a brief background sketch of the situation of Algerian women during the post-war decade, it discusses the various factors contributed to the emergence of the first significant women's organisations in the main urban centres. It was only after the outbreak of the rebellion in 1954 and the arrival of many hundreds of wives of army officers that the model of female interventionism became dramatically activated. The French military intervention in Algeria during 1954-1962 derived its force from the Orientalist current in European colonialism and also seemed to foreshadow the revival of global Islamophobia after 1979 and the eventual moves to 'liberate' Muslim societies by US-led neo-imperialism in Afghanistan and Iraq. For the women of Bordj Okhriss, as throughout Algeria, the French army represented a dangerous and powerful force associated with mass destruction, brutality and rape. The central contradiction facing the mobile socio-medical teams teams was how to gain the trust of Algerian women and to bring them social progress and emancipation when they themselves were part of an army that had destroyed their villages and driven them into refugee camps.
, such as writing, were thought to ‘modernise’ peoples in oral cultures. Colonial schooling also provided local people with a means to engage with Western forms of knowledge, sometimes on their own terms. The ideologies, premises and assumptions that informed colonial education were themselves constantly in flux, responding to local specificities as well as to broader social and political changes. A
delves into a specific discourse strand 7 centred on ‘colonial education’. It covers a wide range of sub-topics: ‘adapted education’, ‘character training’, ‘education of women’, ‘institutions and structures’, ‘language and acquisition of knowledge’, and ‘higher education’. The texts show entanglement with other discourse strands, especially