DOCSLIB.ORG

Education and Development in Colonial and Postcolonial Africa Policies, Paradigms, and Entanglements, 1890S–1980S

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Education and Development in Colonial and Postcolonial Africa Policies, Paradigms, and Entanglements, 1890S–1980S GLOBAL HISTORIES OF EDUCATION Education and Development in Colonial and Postcolonial Africa Policies, Paradigms, and Entanglements, 1890s–1980s Edited by Damiano Matasci Miguel Bandeira Jerónimo Hugo Gonçalves Dores Global Histories of Education Series Editors Diana Vidal University of São Paulo, São Paulo, Brazil Tim Allender University of Sydney, NSW, Australia Eckhardt Fuchs Georg Eckert Institute for International Textbook Research Braunschweig, Germany Noah W. Sobe Loyola University Chicago Chicago, IL, USA We are very pleased to announce the ISCHE Global Histories of Education book series. The International Standing Conference for the History of Education has organized conferences in the feld since 1978. Thanks to our collaboration with Palgrave Macmillan we now offer an edited book series for the publication of innovative scholarship in the his- tory of education. This series seeks to engage with historical scholarship that analyzes edu- cation within a global, world, or transnational perspective. Specifcally, it seeks to examine the role of educational institutions, actors, technolo- gies as well as pedagogical ideas that for centuries have crossed regional and national boundaries. Topics for publication may include the study of educational networks and practices that connect national and colonial domains, or those that range in time from the age of Empire to decol- onization. These networks could concern the international movement of educational policies, curricula, pedagogies, or universities within and across different socio-political settings. The ‘actors’ under examination might include individuals and groups of people, but also educational appa- ratuses such as textbooks, built-environments, and bureaucratic paper- work situated within a global perspective. Books in the series may be single authored or edited volumes. The strong transnational dimension of the Global Histories of Education series means that many of the volumes should be based on archival research undertaken in more than one coun- try and using documents written in multiple languages. All books in the series will be published in English, although we welcome English-language proposals for manuscripts which were initially written in other languages and which will be translated into English at the cost of the author. All sub- mitted manuscripts will be blind peer-reviewed with editorial decisions to be made by the ISCHE series editors who themselves are appointed by the ISCHE Executive Committee to serve three to fve year terms. Full submissions should include: (1) a proposal aligned to the Palgrave Book Proposal form (downloadable here); (2) the CV of the author(s) or editor(s); and, (3) a cover letter that explains how the proposed book fts into the overall aims and framing of the ISCHE Global Histories of Education book series. Proposals and queries should be addressed to [email protected]. Preliminary inquiries are welcome and encouraged. More information about this series at http://www.palgrave.com/gp/series/15390 Damiano Matasci · Miguel Bandeira Jerónimo · Hugo Gonçalves Dores Editors Education and Development in Colonial and Postcolonial Africa Policies, Paradigms, and Entanglements, 1890s–1980s Editors Damiano Matasci Miguel Bandeira Jerónimo University of Lausanne Center for Social Studies Lausanne, Vaud, Switzerland University of Coimbra Coimbra, Baixo Mondego, Portugal Hugo Gonçalves Dores University of Coimbra Coimbra, Baixo Mondego, Portugal Published with the support of the Swiss National Science Foundation Global Histories of Education ISBN 978-3-030-27800-7 ISBN 978-3-030-27801-4 (eBook) https://doi.org/10.1007/978-3-030-27801-4 © The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifc statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affliations. Cover illustration: Ignacio Hennigs/Moment Open/gettyimages This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland ACKNOWLEDGEMENTS This book is the result of an international conference held in Lausanne in September 2017 (Shaping Education in the (Post) Colonial World, 1890s–1980s), to which some individual papers have been added. The editors would like to thank the Institute of Political Studies of the University of Lausanne and the Centre for Social Studies of the University of Coimbra for their administrative and fnancial sup- port. Funding has also been provided by the Swiss National Science Foundation (research project: De la régulation au “développement”. Modernisation, accès au savoir et politiques éducatives dans l’âge global (1929–1961), no. PZ00P1_161530) and the Fundação para a Ciência e a Tecnologia (Portugal), in association with the research project “The worlds of (under) development: processes and legacies of the Portuguese colonial empire in a comparative perspective (1945–1975)” (PTDC/ HAR-HIS/31906/2017|POCI-01-0145-FEDER-031906). v CONTENTS 1 Introduction: Historical Trajectories of Education and Development in (Post)Colonial Africa 1 Damiano Matasci, Miguel Bandeira Jerónimo and Hugo Gonçalves Dores On Adaptability and “Useful Producers” (1900–1930) 6 Development, After Depression (1930–1960) 12 Competing Projects (1960–1990) 16 Overview: Themes and Problems 19 Bibliography 22 Part I Education, Living Standards and Social Development 2 Welfare and Education in British Colonial Africa, 1918–1945 31 Peter Kallaway Conceptualizing Colonial Education 33 Welfare and Education 39 Conclusion 47 Bibliography 51 vii viii CONTENTS 3 Une aventure sociale et humaine: The Service des Centres Sociaux in Algeria, 1955–1962 55 Brooke Durham Fundamental Education at UNESCO and the Service des Centres Sociaux 58 The Structure and Organization of the Service des Centres Sociaux 62 The Centres Sociaux in the Context of the Algerian War 66 The Service des Centres Sociaux’s Innovative Pedagogy 72 Conclusion: “An Educational Exception” 77 Bibliography 79 4 Education Through Labor: From the deuxième portion du contingent to the Youth Civic Service in West Africa (Senegal/Mali, 1920s–1960s) 83 Romain Tiquet The deuxième portion du contingent: A Disciplinary Heterotopia 86 Education Through Labor 86 Social Confnement and Hazardous Living Conditions 89 Civic Service: A Developmentalist Heterotopia 92 Mobilize and Control the Youth 92 The Senegalese and Malian Experiences of Civic Service 93 The More Things Change, the More They Stay the Same 97 Legislative Legacies 97 Obligation, Civic Duty, and Memory 99 Conclusion 101 Bibliography 103 Part II Training Economic Actors 5 Becoming a Good Farmer—Becoming a Good Farm Worker: On Colonial Educational Policies in Germany and German South-West Africa, Circa 1890 to 1918 109 Jakob Zollmann Conditions and Development Plans for Farming in GSWA— The Necessity for Agricultural Education 112 CONTENTS ix Colonial Knowledge and Tropical Agriculture: A Research and Teaching Subject in Germany—An Administrative Task in GSWA 120 “Germany Has the Education and not the Colonies.” The Deutsche Kolonialschule für Landwirtschaft and the Colonial Women’s School 125 Educating Africans as Workers? Why or Why Not? 133 Bibliography 138 6 Cruce et Aratro: Fascism, Missionary Schools, and Labor in 1920s Italian Somalia 143 Caterina Scalvedi Introduction 143 Church–State Reconciliation 146 The Shaping of Colonial Education Under De Vecchi (1923–28) 152 Towards Adapted Education, 1930s 163 Conclusion 166 Bibliography 168 7 Becoming Workers of Greater France: Vocational Education in Colonial Morocco, 1912–1939 173 Michael A. Kozakowski The Politics of Muslim Vocational Education 177 Vocational Education Beyond the Indigenous Classroom 185 The Limits of Vocational Training 189 Ineffective Reforms and Expansion 193 Conclusion 198 Bibliography 200 8 Engineering Socialism: The Faculty of Engineering at the University of Dar es Salaam (Tanzania) in the 1970s and 1980s 205 Eric Burton The International Roots of Tanzania’s National
Load more

Recommended publications
  • A Cross-Case Analysis of Possible Facial Emotion Extraction Methods That Could Be Used in Second Life Pre Experimental Work
    Volume 5, Number 3 Managerial and Commercial Applications December 2012 Managing Editor Yesha Sivan, Tel Aviv-Yaffo Academic College, Israel Guest Editors Shu Schiller, Wright State University, USA Brian Mennecke, Iowa State University, USA Fiona Fui-Hoon Nah, Missouri University of Science and Technology, USA Coordinating Editor Tzafnat Shpak The JVWR is an academic journal. As such, it is dedicated to the open exchange of information. For this reason, JVWR is freely available to individuals and institutions. Copies of this journal or articles in this journal may be distributed for research or educational purposes only free of charge and without permission. However, the JVWR does not grant permission for use of any content in advertisements or advertising supplements or in any manner that would imply an endorsement of any product or service. All uses beyond research or educational purposes require the written permission of the JVWR. Authors who publish in the Journal of Virtual Worlds Research will release their articles under the Creative Commons Attribution No Derivative Works 3.0 United States (cc-by-nd) license. The Journal of Virtual Worlds Research is funded by its sponsors and contributions from readers. http://jvwresearch.org A Cross-Case Analysis: Possible Facial Emotion Extraction Methods 1 Volume 5, Number 3 Managerial and Commercial Applications December 2012 A Cross-Case Analysis of Possible Facial Emotion Extraction Methods that Could Be Used in Second Life Pre Experimental Work Shahnaz Kamberi Devry University at Crystal City Arlington, VA, USA Abstract This research-in-brief compares – based on documentation and web sites information -- findings of three different facial emotion extraction methods and puts forward possibilities of implementing the methods to Second Life.
    [Show full text]
  • Algeria Readiness Report
    Algerian Research Network Readiness Assessment Report June 2016 © ASREN 2015 All rights reserved Parts of this report may be copied, provided that the original source is acknowledged and copyright preserved. Authors: Aouaouche Elmaouhab, Algerian Research Network, Algeria Salem Al-Agtash, German Jordanian University, Jordan For further information or to place an order, please contact: ASREN Office P .O.Box: 921951 Amman 11192 Jordan Tel: +9626 5100900 Fax: +9626 5100901 Email: [email protected] The development of this report has been a consolidated effort between the Arab States Research and Education Network and Algerian Research Network (ARN), as part of the deliverables of the European Community’s European Neighbourhood Policy (ENP) South Regional Programme funded projects: EUMEDCONNECT3 and AfricaConnect2. ASREN and ARN are solely responsible for this publication, which does not represent the opinion of the European Community; nor is the European Community responsible for any use that may be made of the data appearing herein. Forward It gives me pleasure to introduce this readiness report on the Algerian e-Infrastructures, as we move into an era of change towards investing to advance the pan-Arab research and education high-speed communication networks as part of the funding schemes provided by the European Commission in the context of EUMEDCONNECT3 and AfricaConnect2 projects. These networks provide powerful means for team collaboration, sharing of resources, and exchange of real-time simulation and data transfer at the national, regional and global levels. With the support of the European Commission and Talal Abu-Ghazaleh Organization, ASREN has been developing means to connect all Arab research and education institutions in a unified network that provides scientists, academics, students, and researchers with state-of-the-art connectivity.
    [Show full text]
  • Teaching American Indian History with Primary Sources Popovi Da, the Great Pueblo Artist, Was Quizzed One Day on Why the Indians
    In partnership with The Organization of American Historians/National Park Service Northeast Region History Program National Park Service U.S. Department of the Interior December 2020 Teaching American Indian History with Primary Sources Popovi Da, the great Pueblo artist, was quizzed one day on why the Indians were the first ones on this continent. “We had reservations,” was his reply. Another time, when questioned by an anthropologist on what the Indians called America before the white man came, an Indian said simply, “Ours.” … Some years ago at a Congressional hearing someone asked Alex Chasing Hawk, a council member of the Cheyenne River Sioux for thirty years, “Just what do you Indians want?” Alex replied, “A leave-us-alone law!!” –— Vine Deloria Jr., Custer Died for Your Sins (1988) 4 Contents Acknowledgments. 8 A Note on the Names of Indian Nations . 9 A Note to Educators . .10 Suggested Classroom Strategies . .11 A Brief Timeline of the History of Indian Nations in North America . .16 CHAPTER 1 Identity: Stereotypes and Choices. 20 What Is Identity?. 20 Exercises. 22 Exercise 1.1: Wheel of Identity . .22 Exercise 1.2: Venn Diagram of Identity . .23 Exercise 1.3: Stereotypes. 24 Readings Reading 1.1: How Are Stereotypes Created?. 25 Reading 1.2: Mascots and Stereotypes . .29 Reading 1.3: “I’m Not the Indian You Had in Mind”. 35 Reading 1.4: Names Matter. 36 CHAPTER 2 God, Greed, and Violence: Colonialism . .39 Settler Colonialism. 42 Colonialism and Its Critics . .44 Readings Reading 2.1: Who “Owns” America? The Doctrine of Discovery . .45 Reading 2.2: Creed or Greed? .
    [Show full text]
  • Transportation on the Minneapolis Riverfront
    RAPIDS, REINS, RAILS: TRANSPORTATION ON THE MINNEAPOLIS RIVERFRONT Mississippi River near Stone Arch Bridge, July 1, 1925 Minnesota Historical Society Collections Prepared by Prepared for The Saint Anthony Falls Marjorie Pearson, Ph.D. Heritage Board Principal Investigator Minnesota Historical Society Penny A. Petersen 704 South Second Street Researcher Minneapolis, Minnesota 55401 Hess, Roise and Company 100 North First Street Minneapolis, Minnesota 55401 May 2009 612-338-1987 Table of Contents PROJECT BACKGROUND AND METHODOLOGY ................................................................................. 1 RAPID, REINS, RAILS: A SUMMARY OF RIVERFRONT TRANSPORTATION ......................................... 3 THE RAPIDS: WATER TRANSPORTATION BY SAINT ANTHONY FALLS .............................................. 8 THE REINS: ANIMAL-POWERED TRANSPORTATION BY SAINT ANTHONY FALLS ............................ 25 THE RAILS: RAILROADS BY SAINT ANTHONY FALLS ..................................................................... 42 The Early Period of Railroads—1850 to 1880 ......................................................................... 42 The First Railroad: the Saint Paul and Pacific ...................................................................... 44 Minnesota Central, later the Chicago, Milwaukee and Saint Paul Railroad (CM and StP), also called The Milwaukee Road .......................................................................................... 55 Minneapolis and Saint Louis Railway .................................................................................
    [Show full text]
  • Kwame Nkrumah, His Afro-American Network and the Pursuit of an African Personality
    Illinois State University ISU ReD: Research and eData Theses and Dissertations 3-22-2019 Kwame Nkrumah, His Afro-American Network and the Pursuit of an African Personality Emmanuella Amoh Illinois State University, [email protected] Follow this and additional works at: https://ir.library.illinoisstate.edu/etd Part of the African American Studies Commons, and the African History Commons Recommended Citation Amoh, Emmanuella, "Kwame Nkrumah, His Afro-American Network and the Pursuit of an African Personality" (2019). Theses and Dissertations. 1067. https://ir.library.illinoisstate.edu/etd/1067 This Thesis is brought to you for free and open access by ISU ReD: Research and eData. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. KWAME NKRUMAH, HIS AFRO-AMERICAN NETWORK AND THE PURSUIT OF AN AFRICAN PERSONALITY EMMANUELLA AMOH 105 Pages This thesis explores the pursuit of a new African personality in post-colonial Ghana by President Nkrumah and his African American network. I argue that Nkrumah’s engagement with African Americans in the pursuit of an African Personality transformed diaspora relations with Africa. It also seeks to explore Black women in this transnational history. Women are not perceived to be as mobile as men in transnationalism thereby underscoring their inputs in the construction of certain historical events. But through examining the lived experiences of Shirley Graham Du Bois and to an extent Maya Angelou and Pauli Murray in Ghana, the African American woman’s role in the building of Nkrumah’s Ghana will be explored in this thesis.
    [Show full text]
  • The Rise of Education in Africa
    The History of African Development www.aehnetwork.org/textbook/ The rise of education in Africa Johan Fourie 1. Introduction How often do we stop to consider where the things we use every day come from? All our necessities and luxuries, from clothes and household utensils to mobile phones and computers, are the result of our advanced market economy. This introduction describes briefly how this economy came into being. For most of the thousands of years of human history we were hunter-gatherers spread out across Africa, Europe, Asia and the Americas. In those days we were limited to what we could find or produce for ourselves. With the dawning of civilisation came the urge to produce something bigger. But to build a pyramid or a temple or a fort we had to combine the collective effort of hundreds or thousands of people. The only way we could make something big was to get a lot of people to do the work. In those early days, if you wished to increase productivity you simply added more people. This is what farmers in many parts of the world did for hundreds of years. In the days of the Roman Empire, the Romans seized slaves from the countries they conquered and forced them to work on their farms. In colonial America, farmers in the southern states boosted productivity on their large sugar and cotton plantations by using slaves captured from various parts of Africa. (Many black Americans in the United States today are descendants of these slaves.) But technology has changed our dependence on unskilled workers.
    [Show full text]
  • The Maw Free Xbox Live
    The maw free xbox live The Maw. The Maw. 16, console will automatically download the content next time you turn it on and connect to Xbox Live. Free Download to Xbox Go to Enter as code 1 with as time stamp 1 Enter as code 2 with as time stamp 2. Fill out. The full version of The Maw includes a bonus unlockable dashboard theme and free gamerpics for beating the game! This game requires the Xbox hard. In this "deleted scene" from The Maw, Frank steals a Bounty Hunter Speeder and Be sure to download this new level on the Xbox Live Marketplace, Steam. Unredeemed code which download the Full Version of The Maw Xbox Live Arcade game to your Xbox (please note: approx. 1 gigabyte of free storage. For $5, you could probably buy a value meal fit for a king -- but you know what you couldn't get? A delightfully charming action platformer. EDIT: Codes have all run out now. I can confirm this works % on Aussie Xbox Live accounts as i did it myself. Basically enter the blow two. Please note that Xbox Live Gold Membership is applicable for new Toy Soldiers and The Maw plus 2-Week Xbox Live Gold Membership free. Xbox Live Gold Family Pack (4 x 13 Months Xbox Live + Free Arcade Game "The Maw") @ Xbox Live Dashboard. Avatar Dr4gOns_FuRy. Found 11th Dec. Free codes for XBLA games Toy Soldiers and The Maw, as well as more codes for day Xbox Live Gold trials for Silver/new members. 2QKW3- Q4MPG-F9MQQFYC2Z - The Maw.
    [Show full text]
  • 1 Copyright by Camille Alexandra Bossut 2016
    Copyright by Camille Alexandra Bossut 2016 1 The Thesis committee for Camille Alexandra Bossut Certifies that this is the approved version of the following thesis: Arabization in Algeria: Language Ideology in Elite Discourse, 1962- 1991 APPROVED BY SUPERVISING COMMITTEE: Supervisor: ______________________________________ Benjamin Claude Brower ______________________________________ Mahmoud Al-Batal 2 Arabization in Algeria: Language Ideology in Elite Discourse, 1962-1991 by Camille Alexandra Bossut, B.A. Thesis Presented to the Faculty of the Graduate School of the University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2016 3 Acknowledgements First and foremost, I would like to thank my supervisors, Dr. Benjamin Claude Brower and Dr. Mahmoud Al-Batal, for their time and willingness to guide me through this project. Dr. Brower’s continued feedback and inspiring discussions have taught me more about Algeria than I ever expected to learn in one year. Dr. Al-Batal has been an inspiration to me throughout my two years as a graduate student. I credit much of my linguistic development to his tireless encouragement and feedback. To Dr. Kristen Brustad, I extend my deepest gratitude for not only teaching me Arabic, but also teaching me how to think about language. Our many discussions on language ideology stoked my curiosity for exploring the topic of Arabization in more detail. Thank you for showing me how debates over language are rarely ever about language itself. I would also like to thank the Department of Middle Eastern Studies, the Center for Middle Eastern Studies, and the Arabic Flagship Program for their continued commitment to providing a high-quality, supportive, and enjoyable environment in which to learn Arabic.
    [Show full text]
  • Social Anthropology and Two Contrasting Uses of Tribalism in Africa Author(S): Peter P
    Society for Comparative Studies in Society and History Social Anthropology and Two Contrasting Uses of Tribalism in Africa Author(s): Peter P. Ekeh Reviewed work(s): Source: Comparative Studies in Society and History, Vol. 32, No. 4 (Oct., 1990), pp. 660-700 Published by: Cambridge University Press Stable URL: http://www.jstor.org/stable/178957 . Accessed: 23/01/2012 10:57 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Cambridge University Press and Society for Comparative Studies in Society and History are collaborating with JSTOR to digitize, preserve and extend access to Comparative Studies in Society and History. http://www.jstor.org Social Anthropology and Two ContrastingUses of Tribalismin Africa PETER P. EKEH State University of New Yorkat Buffalo A remarkablefeature of African studies has been the sharpdiscontinuities in the characterizationof transitionsin African history and society from one era to another. Thus, for an important example, colonialism has rarely been related to the previous era of the slave trade in the analysis of any dominant socioeconomic themes in Africa. Such discontinuity is significant in one importantstrand of modem African studies: The transitionfrom the lore and scholarshipof colonial social anthropologyto postcolonial forms of African studies has been stalled into a brittle break because its central focus on the "tribe" has been under attack.
    [Show full text]
  • Policy Guidelins on Digitizing Teaching And
    Contents 1. Introduction .................................................................................................................................... 2 Presentation of the Problem............................................................................................................... 2 2. Discussions of the Issues ................................................................................................................. 3 i. Teaching and Learning Pre-COVID-19 ......................................................................................... 3 ii. Outcomes of the Specialized Technical Committee on Education, Science and Technology ..... 3 iii. Digitization for COVID-19 and Beyond using DOTSS ................................................................... 4 a. Administration ........................................................................................................................ 4 b. Primary Level and Secondary Level......................................................................................... 5 c. Tertiary Level ............................................................................................................................... 5 d. TVET ............................................................................................................................................ 5 e. Examples of Policies and Best Practices...................................................................................... 6 3. Recommendations .........................................................................................................................
    [Show full text]
  • Honor Roll Stories of Honor
    THE FOUNDATION for BARNES-JEWISH HOSPITAL Honor Roll Stories of Honor A Legacy of Giving 3 A Focus on Community Health 5 A Fight of a Lifetime 7 A Symbol of Hope 9 Honor Roll 10 Tribute Gifts 40 2019 2019: AN AMAZING YEAR ROLL HONOR Each year in our Honor Roll, we have the privilege Installed Patrick White, MD, as the inaugural Stokes to recognize the incredible people in our community, Family Endowed Chair in Palliative Medicine and throughout the country and around the world who come Supportive Care, representing a new department at together for one common cause: to enrich lives, save Washington University School of Medicine that is lives and transform health care through charitable gifts working to transform the way we think about end-of- to The Foundation for Barnes-Jewish Hospital. life care and living with chronic and painful diseases. We are honored to take this opportunity to tell the stories Awarded nearly 150 scholarships at Goldfarb School of our donors who were inspired by the exceptional, of Nursing to the future nurses who are so critical to compassionate care they received. These stories are about the health and well-being of patients in our community. the tradition of giving and community service, as well as inspiring courage and eternal optimism in the face Raised more than $4 million at the annual of challenging circumstances. They epitomize what we Illumination Gala to support innovative research know to be true about our donors: that individuals have at Siteman Cancer Center. the power to change the world around them for the better.
    [Show full text]
  • In Hong Kong the Political Economy of the Asia Pacific
    The Political Economy of the Asia Pacific Fujio Mizuoka Contrived Laissez- Faireism The Politico-Economic Structure of British Colonialism in Hong Kong The Political Economy of the Asia Pacific Series editor Vinod K. Aggarwal More information about this series at http://www.springer.com/series/7840 Fujio Mizuoka Contrived Laissez-Faireism The Politico-Economic Structure of British Colonialism in Hong Kong Fujio Mizuoka Professor Emeritus Hitotsubashi University Kunitachi, Tokyo, Japan ISSN 1866-6507 ISSN 1866-6515 (electronic) The Political Economy of the Asia Pacific ISBN 978-3-319-69792-5 ISBN 978-3-319-69793-2 (eBook) https://doi.org/10.1007/978-3-319-69793-2 Library of Congress Control Number: 2017956132 © Springer International Publishing AG, part of Springer Nature 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication.
    [Show full text]