AFRICAN ATTEMPTS TO CONTROL EDUCATION IN EAST AND CENTRAL AFRICA, 1900–1939
AFRICAN ATTEMPTS TO CONTROL EDUCATION IN EAST AND CENTRAL AFRICA, 1900–1939
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1900 年至 1939 年，非洲人试图控制东非和中非的教育
DOI：
10.1093/past/32.1.57
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发表时间：
1965
期刊：
影响因子：
1.8
通讯作者：
T. Ranger
中科院分区：
文献类型：
--
作者：
T. Ranger
过去和现在的一系列文章试图在17世纪英国的教育史和政治史之间建立联系。这些文章中提出的观点让20世纪非洲的历史学家感到与他的关注直接相关。非洲也经历了一个“教育革命”的世纪;已经知道受过教育的人“不再满足于被他们的社会上级低效统治”的挑战;经历了“异化的知识分子”的问题，这些人发现新的非洲机构“太小，太受限制，无法满足他们的愿望”无论最终被17世纪的历史学家所接受，非洲历史学家对教育和政治发展的相互关系是毫无疑问的。事实上，政治史学家越来越关注教育史。由于他们逐渐把非洲民族主义看作是对现代化的各种反应的综合体，因此，作为现代化的主要推动者，该学派显然是其研究的中心。最近非洲的政治越来越多地被视为”资源分配”，决定学校数量及其地点的过程显然再次具有核心重要性。只要注意力集中在非洲政治的领导集团上，历史学家就不可避免地要寻找有关这些集团共同成长并获得至少部分控制思想的学校的信息。[1]毫无疑问，在非洲背景下讨论琼·西蒙夫人、马克·柯蒂斯教授和劳伦斯·斯通教授所关注的同样的中心问题，对《过去和现在》的读者是非常有益的。或许，这篇论文并不打算这样做。其目的是揭示非洲教育革命的另一个方面。本文论述的是所谓的非洲”独立教育”，即非洲人试图通过控制教育进程，
A SERIES OF ARTICLES IN RECENT NUMBERS OF PAST AND PRESENT HAVE sought to establish a connection between educational history and political history in seventeenth-century England. The points made in these articles strike the historian of twentieth-century Africa as immediately relevant to his concerns. Africa, too, has had its century of" educational revolution"; has known the challenge of educated men" no longer content to be ruled-inefficiently-by their social superiors"; has experienced the problem of the" alienated intellectuals", the men who find the new African establishments" too small and too restricted of access to satisfy their aspirations" Whatever may ultimately be accepted by seventeenth-century historians, the historian of Africa can be in no doubt of the inter-relation of educational and political developments. Political historians, indeed, are paying more and more attention to educational history. In so far as they are coming to see African nationalism as a complex of different reactions to modernization, the school, as a main agent of modernization, is clearly central to its study. In so far as recent African politics is increasingly seen in terms of" resource allocation", the processes which determine the number of schools and their location are clearly once again of central importance. And in so far as attention is focussed on the leadership group in African politics, historians must inevitably seek for information about the schools where that group grew up together and obtained some part at least of their controlling ideas. 1It would, no doubt, be most useful to readers of Past and Present to be given a discussion, in the African context, of the same central issues which have pre-occupied Mrs. Joan Simon, Professor Mark Curtis and Professor Lawrence Stone. Perhaps perversely, this paper does not set out to do this. Its aim is to throw light on another aspect of the African educational revolution. This paper deals with what might be called African" independent education"-with the attempts by Africans to control the educational process through