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

本论文项目的前提是，科学是一种特定的方式来了解由占主导地位的文化，教育是一个社会过程，学校是文化生产的网站，教师是公共知识分子。 这项研究的重点是在西非国家多哥谁是西方科学教学的妇女。 它对多哥科学教育工作者作为统治、解放和奴役工具的作用感兴趣。 教育基础设施有其历史和现状，需要结合社会权力分配加以考虑。 该项目借鉴了权力、知识、性别和文化的概念，审视多哥科学教学的历史和现状。 研究的最后阶段涉及法国的档案研究，以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.