The Post-colonial State and Educational Reform
Author: Rugano Jonas Zvobgo
Publisher:
Published: 1999
Total Pages: 242
ISBN-13:
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Globalization, Privatization, and the State
Author: D. Brent Edwards Jr.
Publisher: Taylor & Francis
Published: 2022-08-16
Total Pages: 215
ISBN-13: 100062207X
DOWNLOAD EBOOKThis text explores how the dynamics of globalization and privatization have influenced State policy and impacted education reform in Honduras. It makes the argument that understanding education reform in post-colonial contexts requires that scholars go beyond a surface-level description of such trends as privatization to consider, in addition, the ways that the logics, practices, and relationships that characterized colonialism continue to be embedded in the apparatus of modern States. The first part of the volume documents historical trends and the evolution of privatisation in Honduras, while the second part explicitly engages in an extended discussion of State theory, before shifting to present a framework for depicting how these logics are the foundational layer upon which states and global governance have been constructed. The framework draws upon scholarship from political economy, world systems, and post-colonialism to depict the "ethos of privatization" at the core of post-colonial States, wherein what drives the system is private benefit, in the interest of individuals and their networks, but not in the interest of those outside the State. Applying this unique framework to the case of Honduras and offering empirical analysis of the Honduran education sector, the changing role and priorities of the State, and the increasing involvement of international organizations, NGOs, and private actors in the provision of education, the text increases understanding of how State theory interacts with broader global dynamics to impact education. This text will benefit researchers, academics, and educators with a focus on international and comparative education, policy analysis, globalization, and international development.
Postcolonial Challenges in Education
Author: Roland Sintos Coloma
Publisher: Peter Lang
Published: 2009
Total Pages: 396
ISBN-13: 9781433106491
DOWNLOAD EBOOKColoma compiles 20 essays that trace the history of imperialism and colonialism as well as anti-imperialism and decolonization, noting that there is a lack of consideration of education in studies of these topics and vice versa. Education scholars from North America, the UK, Australia, and Qatar consider the operations and effects of colonialism during and after occupation and the way colonized individuals navigate and resist imperialism in schooling, educational policy, and cultural and knowledge production.
Trajectory of Land Reform in Post-Colonial African States
Author: Adeoye O. Akinola
Publisher: Springer
Published: 2018-06-13
Total Pages: 188
ISBN-13: 3319787012
DOWNLOAD EBOOKThis book is an examination of post-colonial land reforms across various African states. One of the decisive contradictions of colonialism in Africa was the distortion of use, access to and ownership of land. Land related issues and the need for land reform have consistently occupied a unique position in public discourse in Africa. The post-colonial African states have had to embark on concerted efforts at redressing historical grounded land policies and addressing the growing needs of land by the poor. However, agitations for land continue, while evidence of policy gaps abound. In many cases, policy change in terms of land use, distribution and ownership has reinforced inequalities and affected power and social relations in respective post-colonial African countries. Land has assumed major causes of structural violence and impediments to human and rural development in Africa; hence the need for holistic assessment of land reforms in post-colonial African states. The central objective of the text is to identify post-independence and current trends in land reform and to address the grievances in relation to land use, ownership and distribution. The book suggests practicable policy options towards addressing the land hunger and conflict, which could derail the ‘moderate’ socio-economic achievements and political stability recorded by post-colonial African nation-states. The book draws its strength and uniqueness from its adoption of country-specific case studies, which places the book in context, and utilizes field studies methodology which generate new knowledge on the continental land question. Taking a holistic approach to understanding Africa’s land question, this book will be attractive to academicians and students interested in policy and development, African politics, post-colonial development and policy, and conflict studies as well as policy-makers working in relevant areas.
The Changing Face of Colonial Education in Africa
Author: Peter Kallaway
Publisher: African Sun Media
Published: 2021-07-29
Total Pages: 376
ISBN-13: 1928314910
DOWNLOAD EBOOKThe Changing Face of Colonial Education in Africa offers a detailed and nuanced perspective of colonial history, based on 15 years of research that throws fresh light on the complexities of African history and the colonial world of the first half of the twentieth century. It provides an analytical background to the history of education in the colonial context by balancing contributions by missionary agencies, colonial government, humanitarian agencies, scientific experts and African agents. It offers a foundation for the analysis of modern educational policy for the postcolonial state. It attempts to move beyond clichés about colonial education to an understanding of the complexities of how educational policy was developed in different places at different times while giving credence to arguments that see schooling as a form of social control in the colonial environment. It is essential reading for academics, researchers and policymakers looking to better understand colonial education and contextualize modern developments related to the decolonizing African education. It is intended to provide an essential background for policy-makers by demonstrating the significance of a historical perspective for an understanding of contemporary educational challenges in Africa and elsewhere.
Education and Development in Colonial and Postcolonial Africa
Author: Damiano Matasci
Publisher: Springer Nature
Published: 2020-01-03
Total Pages: 331
ISBN-13: 3030278018
DOWNLOAD EBOOKThis 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.
Equity, Opportunity and Education in Postcolonial Southeast Asia
Author: Cynthia Joseph
Publisher: Routledge
Published: 2014-07-17
Total Pages: 229
ISBN-13: 1317806670
DOWNLOAD EBOOKEquity, Opportunity and Education in Postcolonial Southeast Asia addresses the ways in which colonial histories, nationalist impulses and forces of globalization shape equity and access to education in Southeast Asia. Although increasingly identified as a regional grouping (ASEAN), Malaysia, Indonesia, Burma, Thailand, Singapore and the Philippines are known for their vastly different state structures, political regimes, political economies and ethnocultural and religious demography. The expert contributors to this volume investigate educational access and equity for citizens, ethnic and religious minorities, and indigenous people within these countries. The subject of education is framed within the broader national and local challenges of achieving equity and social justice. This book examines the dimensions of (post)colonialism, nationalism, and globalisation as played out within different international educational contexts. Chapters include: Understanding the Cultural Politics of Southeast Asian Education through Postcolonial Theory Downplaying Difference: Representations of Diversity in Contemporary Burmese Schools and Educational Equity Learner Centered Pedagogy in Post-Conflict Timor-Leste: For the Benefit of the Learner or the Learned Technology of Dominance, Technology of Liberation: Education in Colonial and Postcolonial Cambodia Change and Continuity in the History of Vietnamese Higher Education Colonization by Stealth: The Case of Thailand Education Politics in Postcolonial Malaysia: Ethnicity, Difference and Inequalities The Singapore Education Journey: From Colonialism to Globalism
The Strong State and Curriculum Reform
Author: Leonel Lim
Publisher: Routledge
Published: 2016-04-20
Total Pages: 309
ISBN-13: 1317579224
DOWNLOAD EBOOKAs Asian education systems increasingly take on a stronger presence on the global educational landscape, of special interest is an understanding of the ways in which many of these states direct their schools towards higher achievement. What is missing, however, are accounts that take seriously the particular construction of the strong, developmental state witnessed across many Asian societies, and that seek to understand the politics and possibilities of curriculum change vis a vis precisely the dominance of such a state. By engaging in analyses based on some of the best current social and cultural theories, and by illuminating the interactions among various state and non-state pedagogic agents, the chapters in this volume account for the complex post-colonial, historical and cultural consciousnesses that many Asian states and societies experience. At a time when much of the educational politics in Asia remains in a state of transition and as many of these states seek out through the curriculum new forms of social control and novel bases of political legitimacy, such a volume offers enduring insights into the real if not also always relative autonomy that schools and communities maintain in countering the hegemonic presence of strong states.
Serving the Common Good
Author: Kiluba L. Nkulu
Publisher: Peter Lang
Published: 2005
Total Pages: 188
ISBN-13: 9780820476261
DOWNLOAD EBOOKServing the Common Good combines critical analysis and interpretation of theory and practice for higher education in Africa and in the West. It demonstrates the current urgent need to articulate an educational ideal relevant to the cultural, economic, political, and social problems of the twenty-first century. Utilizing Julius K. Nyerere's vision of education for the common good - a pragmatically balanced articulation of a postcolonial African perspective on higher education - Kiluba L. Nkulu emphasizes a human-centered approach to community and national development. Serving the Common Good offers a provocative and unique perspective on the state of higher education in Africa, and will be useful in courses on African Studies, Education and Society, Educational Foundations and Inquiry, Higher Education and Leadership, Political Economy, and Sociology.
The Complexities of Postcolonial Educational Reform: Teacher Implementation of Mali's Pedagogie Convergente Method
Author: Traci Lynn Wells
Publisher:
Published: 2006
Total Pages: 462
ISBN-13: 9780542881442
DOWNLOAD EBOOKSince 1994, Mali has embraced a nation-wide effort to incorporate the Peagogie Convergente (PC) reform, a transitional bilingual education method, into all primary schools. Many teachers considered this a top-down reform and misunderstood its theoretical objectives, which led to ambivalent attitudes and hybrid practices. The postcolonial and education reform theories that guided my analysis, however, suggest that hybridized attitudes and implementation practices are to be expected and even respected. I thus focused mainly on Malian teachers' attitudes and practices with the PC reform. My research design consisted of interviews and classroom observations with teachers from both PC and "regular" Classique schools in three regions of Mali: Bamako, Koulikoro, and Djenne. While Bamanankan, the majority language, was used in the first two regions, Fulfulde, a minority language, was the medium of instruction in Djenne. In order to triangulate the data collected in schools, I also attended the teacher training for the method and interviewed regional education directors who were involved in its organization and administration.
