Doctoral Dissertation Research: Togolese Female Science Educators: Innovators, Bridges or Instruments?

本论文项目的前提是，科学是主流文化创造的一种特定的认识方式，教育是一个社会过程，学校是文化生产的场所，教师是公共知识分子。这项研究的重点是西非国家多哥教西方科学的妇女。它感兴趣的是多哥科学教育者作为统治、解放和奴役的工具的作用。教育基础设施有历史和现在，需要考虑到与权力的社会分配的关系。该项目借鉴了权力、知识、性别和文化等概念，着眼于多哥科学教学的历史和现状。研究的最后阶段是法国的档案研究，研究殖民政策对科学、文化和教育的影响。

This dissertation project begins with the premise that science is a specific way of knowing created by the dominant culture, that education is a social process, that schools are sites of cultural production and that teachers are public intellectuals. This study focuses on women in the West African country of Togo who are teaching Western science. It is interested in the roles of Togolese science educators as instruments of domination, liberation and servitude. The educational infrastructure has a history and a present that needs to be considered in relation to the social distribution of power. The project draws upon the concepts of power, knowledge, gender, and culture to look at the history and present moment surrounding the teaching of science in Togo. The last stage of the research involves archival research in France to study the influence of colonial policies on science, culture and education.