DOCSLIB.ORG

The Colonial Era in the Gambian Secondary School History Teaching

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Colonial Era in the Gambian Secondary School History Teaching TEACHER EDUCATION Final Paper School of Humanities Minor Field Studies History Section The Colonial Era in the Gambian Secondary School History Teaching Supervisor: Magnus Persson Josefine Pedersen Examiner: Peter Aronsson Gox code: GOX 189 Term: Autumn 2007 Abstract Author: Josefine Pedersen Title: The Colonial era in the Gambian secondary school history teaching Bachelor thesis, Teacher Education, 61-90 p The aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times? The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony? In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed. The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter. Keywords: Colonialism, the Gambia, history teaching, senior secondary school ii Table of contents 1 Introduction ......................................................................................................1 1.1 Aim, scope and research questions .................................................................................. 2 1.1.1 Limitations ............................................................................................................................................ 3 1.1.2 Disposition ............................................................................................................................................ 4 2 Frame of references..........................................................................................5 2.1 The process of learning .................................................................................................... 5 2.2 The transformation of the school system in the Gambia................................................. 8 2.3 Perspectives on colonialism........................................................................................... 14 3 Material and method......................................................................................19 3.1 Methodological approach .............................................................................................. 19 4 Empirical results.............................................................................................22 4.1 School book investigations............................................................................................. 22 4.1.1 History of the Gambia made simple ................................................................................................... 23 4.1.2 Africa at a Glance ............................................................................................................................... 28 4.2 Interviews ....................................................................................................................... 33 4.2.1 The teaching situation ........................................................................................................................ 34 4.2.2 Perspectives of the British .................................................................................................................. 35 4.3 Classroom observations ................................................................................................. 39 4.3.1 Daddy Jobe Comprehensive School ................................................................................................... 39 4.3.2 Kotu Senior Secondary School ........................................................................................................... 44 5. Analysis...........................................................................................................46 6. Final words.....................................................................................................49 References ..........................................................................................................51 Literature.............................................................................................................................. 51 Sources ................................................................................................................................. 51 Websites ...................................................................................................................................................... 52 Personal Archival................................................................................................................. 52 Interviews .................................................................................................................................................... 52 Discussions.................................................................................................................................................. 52 Appendix A, Interview guide ................................................................................................ 53 iii 1 Introduction In this chapter, I introduce the reader to the colonial era with its impacts. The chapter begins with a small background which will lead the reader to the research questions and then the purpose of the entire thesis. It is the combination of Government and People, working together in union and harmony, that will lead us to achieve the progress that we all desire. We must stand together as one people with one goal and move forward as one nation. For if we insist on pursuing our personal goals without keeping our collective objectives and responsibilities in mind then indeed we shall be divided and divided we shall fall. (National Pledge in the Gambia) The Gambians are proud of their country, they are united and they fight together, exactly as the quotation says above “We must stand together as one people with one goal…” This national pledge was written down in one of my Gambian sister’s schoolbooks. 1 This phrase is repeated in chorus every morning in school. For me as an outsider, cultural differences are clearly noticeable in the Gambian schools I visited. A common phrase is: “In Europe we have watches, in Africa we have time”. Usually, the teachers do not arrive on time to their classes. Another reflection is that the teachers and other citizens are very eager to give a positive impression of their country and the Gambian people. This struggle for one unit as one people is probably a remnant from the colonial era when the Gambians belonged to the British Empire. The Gambians want to be liked and they want visitors to like their country. Certainly, the colonial era is a period of history which has left legacies in the world of today. For instance, the English language is spread all over the world. The official language in the Gambia is English. Nevertheless, seven different tribal languages are still used in the country. All the teaching is, however, in English. “Speak English always”, a sign in one of the classrooms said. The Berlin West African Conference, 1884-1885, is a significant part of colonialism. Hence, Africa was divided and colonialism was formalised. Each part of Africa has a beginning and an end of colonialism, with a distinction between the different parts of 1 Everyone living in your compound in the Gambia, is a member of your family 1 Africa. 2 In Sweden, colonialism is a modestly explored subject area. According to self- obtained experiences during my own school period, this period in history is not given a large amount of time in the Swedish teaching of history. In relation to the above, it would be interesting to explore this historical event and put it into my major subject field, the school system. The Gambia, officially the Republic of The Gambia, is a small country located on Africa’s west coast. A total of 1.6 million people live in the country. Between the years of 1888 and 1965, the Gambia belonged to the British Empire, and on 18 February 1965, the Gambia became independent. This historical event may have left legacies in the Gambia, as well as in all other colonised countries, such as a different social order, a different language, and most importantly for my focus, a different school system.
Load more

Recommended publications
  • Atlantic Slavery and the Making of the Modern World Wenner-Gren Symposium Supplement 22
    T HE WENNER-GREN SYMPOSIUM SERIES CURRENT ANTHROPOLOGY A TLANTIC SLAVERY AND THE MAKING OF THE MODERN WORLD I BRAHIMA THIAW AND DEBORAH L. MACK, GUEST EDITORS A tlantic Slavery and the Making of the Modern World: Wenner-Gren Symposium Supplement 22 Atlantic Slavery and the Making of the Modern World: Experiences, Representations, and Legacies An Introduction to Supplement 22 Atlantic Slavery and the Rise of the Capitalist Global Economy V The Slavery Business and the Making of “Race” in Britain OLUME 61 and the Caribbean Archaeology under the Blinding Light of Race OCTOBER 2020 VOLUME SUPPLEMENT 61 22 From Country Marks to DNA Markers: The Genomic Turn S UPPLEMENT 22 in the Reconstruction of African Identities Diasporic Citizenship under Debate: Law, Body, and Soul Slavery, Anthropological Knowledge, and the Racialization of Africans Sovereignty after Slavery: Universal Liberty and the Practice of Authority in Postrevolutionary Haiti O CTOBER 2020 From the Transatlantic Slave Trade to Contemporary Ethnoracial Law in Multicultural Ecuador: The “Changing Same” of Anti-Black Racism as Revealed by Two Lawsuits Filed by Afrodescendants Serving Status on the Gambia River Before and After Abolition The Problem: Religion within the World of Slaves The Crying Child: On Colonial Archives, Digitization, and Ethics of Care in the Cultural Commons A “tone of voice peculiar to New-England”: Fugitive Slave Advertisements and the Heterogeneity of Enslaved People of African Descent in Eighteenth-Century Quebec Valongo: An Uncomfortable Legacy Raising
    [Show full text]
  • Quark Import Master 29.03.06 9/10/11 13:46 Page 9
    GPA 69 009-024:Quark Import Master 29.03.06 9/10/11 13:46 Page 9 16 November 2011 (First Session, Lots 2001–2587) Miscellaneous & Mixed Lots 9 First Session, Lots 2001–2587 Wednesday 16th November at 2 pm Miscellaneous and Mixed Lots 2001 A mint K.G.V collection in a 1929 Postal Union Congress presentation book (most are mounted so are not the original stamps), incl. Great Britain 1929 P.U.C. set, 1934 re-engraved set, Bahamas 1921-37 set, Bermuda 1924- 32 to 10s., British Honduras 1921-33 to $5, Ceylon 1927-29 set, Cyprus 1924-28 to £1., 1928 Anniversary set, Dominica 1923-33 to £1, Falkland Islands 1921-28 set, Gambia 1922-29 to 10s., Gibraltar 1925-32 to £1, Gilbert and Ellice Islands 1912-24 to £1., 1922-27 set, Hong Kong 1921-37 to $5, Malaya with F.M.S. 1922-34 to $5., Johore 1922-41 to $10., etc., varied condition. (few 100s) £3,500-£4,000 2002 A Q.V. to K.G.V accumulation on stockleaves, incl. Australia, British Honduras with 1891-1901 $1 to $5 mint, Brunei 1908-22 $25 overprinted “SPECIMEN”, Cayman Islands 1907-09 to 10s. mint (2), Fiji, Jamaica, Montserrat, Morocco Agencies 1935-37 2s.6d. and 5s. in mint blocks of four, New Hebrides 1938 set perfin “SPECIMEN”, Sarawak 1918 set overprinted “SPECIMEN”, Transvaal, Tonga, Zanzibar, etc., mixed condition. Ex Straus. (few 100s) £2,000-£2,500 2003 A Q.V. to K.G.V mainly mint British Empire selection in varied condition incl.
    [Show full text]
  • Colonialism, Political, Economic and Social Impacts, Africa
    Impacts of Colonialism - A Research Survey 1 Patrick Ziltener University of Zurich, Switzerland zaibat@soziologie .unizh.ch Daniel Kunzler University of Fribourg, Switzerland daniel.kuenzler@un ifr.ch Abstract The impacts of colonialism in Africa and Asia have never been compared in a systematic manner for a large sample of countries. This research survey presents the results of a new and thorough assessment of the highly diverse phenomenon - including length of domination , violence, partition, proselytization, instrumentalization of ethno-linguistic and religious cleavages, trade, direct investment, settlements, plantations, and migration - organized through a dimensional analysis (political, social, and economic impacts). It is shown that while in some areas, colonial domination has triggered profound changes in economy and social structure, others have remained almost untouched. Keywords: Colonialism, political, economic and social impact s, Africa, Asia There is a stron g tradition of empirical-quantitativ e research from a world systems­ perspective (see, among other s, Bomschier and Chase-Dunn 1985). This research, howev er, has until recently been confined to indir ect mea suring of historicall y earlier factors, although it stresses theoreticall y the importance of long-term historical factors. According to Sanderson, world-systems analys is "tends to ignore the pre capitalist history of these societies [... ] this history often turns out to be of critical importance in conditioning the way in which any given society will be incorporat ed into the capitali st system and the effects of that incorporation" (Sanderson 2005: 188). For Kerbo (2005a: 430), scholarship has "yet to consider that East and Southeast Asian countries more generall y are somehow different from Latin American and African nations when it comes to important aspects of political economy that might interact with the affects of outside multin ational corporate investment.
    [Show full text]
  • The West Indian Mission to West Africa: the Rio Pongas Mission, 1850-1963
    The West Indian Mission to West Africa: The Rio Pongas Mission, 1850-1963 by Bakary Gibba A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of History University of Toronto © Copyright by Bakary Gibba (2011) The West Indian Mission to West Africa: The Rio Pongas Mission, 1850-1963 Doctor of Philosophy, 2011 Bakary Gibba Department of History, University of Toronto Abstract This thesis investigates the efforts of the West Indian Church to establish and run a fascinating Mission in an area of West Africa already influenced by Islam or traditional religion. It focuses mainly on the Pongas Mission’s efforts to spread the Gospel but also discusses its missionary hierarchy during the formative years in the Pongas Country between 1855 and 1863, and the period between 1863 and 1873, when efforts were made to consolidate the Mission under black control and supervision. Between 1873 and 1900 when additional Sierra Leonean assistants were hired, relations between them and African-descended West Indian missionaries, as well as between these missionaries and their Eurafrican host chiefs, deteriorated. More efforts were made to consolidate the Pongas Mission amidst greater financial difficulties and increased French influence and restrictive measures against it between 1860 and 1935. These followed an earlier prejudiced policy in the Mission that was strongly influenced by the hierarchical nature of nineteenth-century Barbadian society, which was abandoned only after successive deaths
    [Show full text]
  • Chapter 1 England and the Trade to Africa, Launching the Guinea
    Cover Page The handle http://hdl.handle.net/1887/65635 holds various files of this Leiden University dissertation. Author: Svalastog, J.M. Title: Mastering the worst of trades : England’s early Africa companies and their traders, 1618-1672 Issue Date: 2018-09-19 Mastering the Worst of Trades: England’s early Africa companies and their traders, 1618-1672. Proefschrift ter verkrijging van de graad van Doctor aan de Universiteit Leiden op gezag van de Rector Magnificus prof. mr. C.J.J.M. Stolker, volgens besluit van het College voor Promoties te verdedigen op woensdag 19 september 2018, klokke 11:15 uur door Julie Mo Svalastog geboren te Drammen (Noorwegen) in 1988 Promotor: Prof. dr. C.A.P. Antunes (Universiteit Leiden) Co-promotor: Dr. W.A. Pettigrew (Kent University) Promotiecommissie: Prof.dr. D.A. Pargas (Universiteit Leiden) Prof.dr. G.J. Oostindie (Universiteit Leiden) Dr. F. Ribeiro da Silva (Internationaal Instituut voor Sociale Geschiedenis, Amsterdam) Prof. dr. C.A. Davids (Vrije Universiteit Amsterdam) Prof. dr. W. Klooster (Clark University) ACKNOWLEDGEMENTS This thesis would not have seen completion without the invaluable help and support of friends, family and colleagues during these last four years. I am eternally grateful to my supervisor, Professor Catia Antunes, for her help, advice, drive, and support over the course of the project. Our team, and the lasting bond we have formed, must be credited to her, who put together a group - and created an environment - that inspired curiosity, thought and care. I am also grateful to my co-supervisor, Dr. William Pettigrew, for extending his help to me throughout, and bringing forth insightful and invaluable input on numerous drafts over the years.
    [Show full text]
  • The History of Banjul, the Gambia, 1816 -1965
    HEART OF BANJUL: THE HISTORY OF BANJUL, THE GAMBIA, 1816 -1965 By Matthew James Park A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of History- Doctor of Philosophy 2016 ABSTRACT HEART OF BANJUL: THE HISTORY OF BANJUL, THE GAMBIA, 1816-1965 By Matthew James Park This dissertation is a history of Banjul (formerly Bathurst), the capital city of The Gambia during the period of colonial rule. It is the first dissertation-length history of the city. “Heart of Banjul” engages with the history of Banjul (formerly Bathurst); the capital city of The Gambia. Based on a close reading of archival and primary sources, including government reports and correspondences, missionary letters, journals, and published accounts, travelers accounts, and autobiographical materials, the dissertation attempts to reconstruct the city and understand how various parts of the city came together out of necessity (though never harmoniously). In the spaces where different kinds of people, shifting power structures, and nonhuman actors came together something which could be called a city emerged. Chapter 1, “Intestines of the State,” covers most of the 19 th century and traces how the proto-colonial state and its interlocutors gradually erected administration over The Gambia. Rather than a teleology of colonial takeover, the chapter presents the creation of the colonial state as a series of stops and starts experienced as conflicts between the Bathurst administration and a number of challengers to its sovereignty including Gambian warrior kings, marabouts, criminals, French authorities, the British administration in Sierra Leone, missionaries, merchants, and disease. Chapter 2, “The Circulatory System,” engages with conflicts between the state, merchants, Gambian kings, and urban dwellers.
    [Show full text]
  • And Others Africa South Of
    DOCUMENT RESUME ED C50 000 48 SO 001 213 AUTHOR Duignan, Peter; And Others TITLE Africa South of the Sahara: A Bibliography for Undergraduate Libraries. INSTITUTION National Council of Associations for International Studies, Pittsburgh, Pa.; New York State Education Dept., Albany. SPONS AGENCY Office of Education (DREW), Washington, D.C. REPORT NO OPUB-12 BUREAU NO BR-5-0931 PUE LATE 71 NCTE 127p. AVAILABLE FROM Foreign Area Materials Center, 11 West 42nd Street, New York, New York ($8.95) EDRS PRICE EDRS Price MF-$0.65 HC-$E.58 DESCRIPTORS African Culture, African History, Area Studies, Bibliographies, Higher Education, *Library Collections, Library Materials, *Library Material Selection, *Social Sciences, *Undergraduate Study IDENTIFIERS *Africa, ESEA Title 4 ABSIRACI Library collections are generally ill equipped tc effectively sin:port foreign area students. This bibliography, one of a series on "neglected" foreign areas, attempts to provide guidelines for libraries in meeting these resources needs. Selection of entries was made according to the following guidelines: 1)few works in languages other than English; 2)emphasis on books published in the last 25 years, except for classica works; 3)few government documents; and, 4)an attempt to balance source books and secondary works, while covering all disciplines. Arrangement of entries is by broad geographic category, with subsections based on type of publication (bibliography, reference bcck, journal, general book) and subject area (history and archaeology, philosophy and religion, art and architecture etc.). Each entry is graded as to its degree of necessity for undergraduate collections, from books that should be purchased whether or not any courses on the area are taught, tc books necessary for an undergraduate area studies program.
    [Show full text]
  • A History of the Colonization of Africa by Alien Races
    OufO 3 1924 074 488 234 All books are subject to recall after two weeks Olin/Kroch Library DATE DUE -mr -^ l99T 'li^^is Wtt&-F£SeiW SPRIHG 2004 PRINTED IN U.S.A. The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924074488234 In compliance with current copyright law, Cornell University Library produced this replacement volume on paper that meets the ANSI Standard Z39.48-1984 to replace the irreparably deteriorated original. 1994 (Kambtitrge i^istotical Series EDITED BY G. W. PROTHERO, LiTT.D. HONORARY FELLOW OF KING'S COLLEGE, CAMBRIDGE, AND PROFESSOR OF HISTORY IN THE UNIVERSITY OF EDINBURGH. THE COLONIZATION OF AFRICA. aonbon: C. J. CLAY AND SONS, CAMBRIDGE UNIVERSITY PRESS WAREHOUSE, Ave Maria Lane. ©lasBoiu: 263, ARGYLE STREET. Ecipjis: F. A. BROCKHAUS. jjefagorl:: THE MACMILLAN COMPANY. JSomlaj: E. SEYMOUR HALE. A HISTORY OF THE COLONIZATION OF AFRICA BY ALIEN RACES BY SIR HARRY H. JOHNSTON, K.C.B. (author of "BRITISH CENTRAL AFRICA," ETC.). WITH EIGHT MAPS BY THE AUTHOR AND J. G. BARTHOLOMEW. CAMBRIDGE: AT THE UNIVERSITY PRESS. 1899 9 [All Rights reserved-^ GENERAL TREFACE. The aim of this series is to sketch tlie history of Alodern Europe, with that of its chief colonies and conquests, from about the e7id of the fifteenth century down to the present time. In one or two cases the story will connnence at an earlier date : in the case of the colonies it will usually begin later.
    [Show full text]
  • Annual Report of the Colonies. Gambia 1936
    COLONIAL REPORTS—ANNUAL No. 1799 Annual Report on the Social and Economic Progress of the People of THE GAMBIA, 1936 (For Reports for IQ34. and 1955 see Nos. 1715 and 1755 respectively (Price 2s. each).) Crown Copyright R/stfPiJ LONDON PUBLISHED BY HIS MAJESTY'S STATIONERY OFFICE (PftlMTtD IK THE OAMBU) To bt purchtted directly from H.M. STATIONERY OFFICE at tht following addraia : Adaatral Home, KJngtwijr, London, W.Ci $ tio Qtorre Stmt, Edinburgh l\ a6 York Stmt, Manchester t \ i St. Andrew's Oractnt, Cardiff So Chiobaitcr Strott, Bottetf or through any boobolkr *937 Price a/. 0/ net MINTED A PUBLISHED' IN GREAT BRITAIN. Reports, etc., of Imperial and Colonial Interest AN ECONOMIC SURVEY OP THE COLONIAL EMPIRE This comprehensive Sumy, which U divided into two Parti—(i) Memoranda on the Economic Situation of the Individual Dependencies (2) Memoranda on the Products of the Colonial Empire—ia issued periodically. The Survey for the year 1933 was issued in 1935 as Colonial No. 109, £x 5s. (£1 5s. yd.). The Survey for the year 1935 is in course of preparation INFORMATION AS TO THE CONDITIONS AND COST OF LIVING IN THE COLONIAL EMPIRE The second Edition was issued in 1935 as Colonial No. 101, 3s. (38. 3d.), A revised edition is in course of preparation REGULATIONS FOR HIS MAJESTY'S COLONIAL SERVICE Part I—Public Officers [Colonial No. 88-1] gd. (lod.) Part II—Public Business [Colonial No. 88-2] is. 3d. 'is. 4<i.) THE COLONIAL ADMINISTRATIVE SERVICE LIST (Including the Special Regulations by the Secretary of State for the Colonies for the Colonial Administrative Service, and a Schedule of Offices) Second Edition, tst March, 1936 [Colonial No.
    [Show full text]
  • Annual Report of the Colonies. Gambia 1919
    No. 1053. GAMBIA . REPORT FOR 1919. (For Report for I'M8 see Xo. \0'M.) fl>rcsenlco to parliament bg Command of t>(s /fcajeetp. 'December, 1920. LONDON: PUBLISHED BY HIS MAJESTY'S STATIONERY OFFICE. To bo purchased through any Bookseller or directly from II.M. STATIONERY OFFICE at tho following addresses: IMPERIAL HOUSE, KINGSWAY, LON DON, V*'.G. 2, and 28, ABINGDON STREET, LONDON, S.W. I; 37, PETER STREET, MANCHESTER- 1, ST. ANDREW'S CRESCENT, ('AHDIFI ; 23, FORTH STREET E DIN union ; or from E. PONSONBY. LTD. nr., ORAFTON STREET, DUBLIN, 11)20. [Cmd. 50R--:«i."| /V//v 2d. Ne/. 2 COLONIAL REPORTS—ANNUAL No. 1053. GAMBIA. ANNUAL GENERAL REPORT, 1919. I. -GENERAL OBSERVATIONS. 1. Geographical —The Gambia is the most northerly of the British West African Dependencies. It consists of the territory on the banks of the River Gambia, which flows approximately due west falling into the Atlantic Ocean in latitude 13°2d' North and longitude 16°36' West at almost the most westerly point of Africa. 2. The Colony is surrounded on the north, east, and south by the French Colony of Senegal. The French country to the south is itself a strip between British and Portuguese territory. 3. Area and 'population.-- -The area of the Gambia is 4,132 square miles, that is to say, rather larger than Cornwall and Devon together. The population is estimated at about 240,000, of whom 8,000 live in the capital—Bathurst—at the mouth of the river. The inhabitants belong to a number of tribes with widely differing racial characteristics and speaking different languages.
    [Show full text]
  • Brighton Philatelic Society Library Catalogue May 2015
    BPS Library Catalogue May 2015 Brighton Philatelic Society Library Catalogue May 2015 Albania Australasia. Postal history Albanian postage stamps 1913 - 1944. Smaili, B Australasian wreck mail. Peace, Brian R. The Erebara, I. The Head-office of Posts and Royal Philatelic Society of Victoria, 1994 289pp. Telecommunications of the People's Republic of 20.38. Albania, 1959 1v, 51.16. Australia Atlases Australian Commemorative and Air Mail Stamps The stamp atlas. Rossiter, Stuart Flower, John. 1927-1951, Australia Post, 1971? 44pp. 20.64. McDonald & Co, 1989 336pp. 10.26. Australian Commonwealth postage stamps. Auction catalogues Cummins, H Marshal. Baker and Moloney, 1948 63pp. 20.02. Charles Leski Auctions,, Charles Leski. no.28 - 425. AUC LES. The Australian Commonwealth specialists' catalogue The Commonwealth specialists' Mossgreen auctions, Mossgreen Auctions,. No.1- catalogue, Orlo-Smith & Co et al, 1938- 1v. 5th- 2013- (Philatelic auctions only). AUC MOSS. 18th ed; 20th-31st; 33rd-38th; 40th-42nd eds 1938-57, 1959 1988 (incomplete) CAT Premier Philately postal auctions, Premier Philately,. Nos.19-49 1998 - 2004 Australian impressionists: our heritage in stamps. Missing nos.22-23, 26-27, 30, 35, 37-41. AUC Monie, Jo. Australia Post, 1989 32pp. 20.16. PRE. Australian Postage Stamps. Collas, Phil. The Prestige philately, Prestige philately, Nos.105- Jacaranda Press Pty Ltd, 1965 110pp. 20.03. 2003- Missing nos.143, 180-181, AUC PRE. The Australian three-way catalogue index. Bilney, The Primrose collection of stamp boxes: The Donald. Academy Stamps, 1987 13pp. 20.11. Gerald Sattin collection of writing implements and accessories, David Feldman Ltd, May 2000 The Chapman collection of Australian 111pp.
    [Show full text]
  • The London School of Economics and Political Science
    The London School of Economics and Political Science Indian Cotton Textiles and the Senegal River Valley in a Globalising World: Production, Trade and Consumption, 1750- 1850 Kazuo Kobayashi A thesis submitted to the Department of Economic History of the London School of Economics for the degree of Doctor of Philosophy, London, February 2016 1 Declaration I certify that the thesis I have presented for examination for the MPhil/PhD degree of the London School of Economics and Political Science is solely my own work other than where I have clearly indicated that it is the work of others (in which case the extent of any work carried out jointly by me and any other person is clearly identified in it). The copyright of this thesis rests with the author. Quotation from it is permitted, provided that full acknowledgement is made. This thesis may not be reproduced without my prior written consent. I warrant that this authorisation does not, to the best of my belief, infringe the rights of any third party. I declare that my thesis consists of 76,715 words, exclusive of bibliography. Statement of use of third party for editorial help I can confirm that part of my thesis was copy-edited for conventions of language, spelling and grammar by Dr. Michael Aldous. 2 Abstract This thesis addresses how and why West African consumers, especially those along the Senegal River valley, imported and consumed Indian cotton textiles from the eighteenth to mid-nineteenth century, despite the fact that they produced textiles of various kinds. Using quantitative and qualitative sources collected from France, India, Senegal and the United Kingdom, the thesis fulfils this gap in the existing literature.
    [Show full text]