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The Mis-Education of the African Child: the Evolution of British Colonial Education Policy in Southern Nigeria, 1900–1925
Athens Journal of History - Volume 7, Issue 2, April 2021 – Pages 141-162 The Mis-education of the African Child: The Evolution of British Colonial Education Policy in Southern Nigeria, 1900–1925 By Bekeh Utietiang Ukelina Education did not occupy a primal place in the European colonial project in Africa. The ideology of "civilizing mission", which provided the moral and legal basis for colonial expansion, did little to provide African children with the kind of education that their counterparts in Europe received. Throughout Africa, south of the Sahara, colonial governments made little or no investments in the education of African children. In an attempt to run empire on a shoestring budget, the colonial state in Nigeria provided paltry sums of grants to the missionary groups that operated in the colony and protectorate. This paper explores the evolution of the colonial education system in the Southern provinces of Nigeria, beginning from the year of Britain’s official colonization of Nigeria to 1925 when Britain released an official policy on education in tropical Africa. This paper argues that the colonial state used the school system as a means to exert power over the people. Power was exercised through an education system that limited the political, technological, and economic advancement of the colonial people. The state adopted a curricular that emphasized character formation and vocational training and neglected teaching the students, critical thinking and advanced sciences. The purpose of education was to make loyal and submissive subjects of the state who would serve as a cog in the wheels of the exploitative colonial machine. -
Aliu Babatunde Fafunwa's Philosophy of Education
Makerere Journal of Higher Education ISSN: 1816-6822; 9 (1) (2017) 87 – 96 DOI: http://dx.doi.org/10.4314/majohe.v9i1.7 © The Author(s) 2017 East African School of Reprints & permission: EASHESD Higher Education Studies & Development http://ajol.info/majohe Aliu Babatunde Fafunwa’s Philosophy of Education A. F. Oyelade 1 1 Department of Arts Education, Faculty of Education, University of Ilorin *E-mail: [email protected] Abstract. As the first indigenous Nigerian professor of Education and as a highly influential Nigerian Minister of Education, Aliu Babatunde Fafunwa is distinguished and honoured in Nigeria and elsewhere as a thought leader in the area of education. It is with this understanding that this study traced his philosophy of education with the view to highlight the underpinnings, meanings and significance of his views and actions. Using logical, linguistic, critical, and expository analyses, the study concluded that his worldview and work typify a philosophy of cultural reconstruction. The philosophy stresses continuous cultural reconstruction of society through education—for sustainable development of the society. It is argued that the philosophy has implications for education and development in Nigeria. Therefore, it is recommended for the country and similar countries. Keywords: Aliu Babatunde Fafunwa; Philosophy; Reform. 1 Introduction This paper examines Aliu Babatunde Fafunwa’s thoughts on education. These thoughts are found in his speeches, publications and actions at various times, at various stages of his life/ career. He was born in 1923 in Lagos, Nigeria and was the first Nigerian to be appointed professor of Education (Aladejana & Alao, 1992:15). Moreover he had many landmark achievements during his work experience in various areas of life. -
Crime, Violence and Apartheid in Selected Works of Richard Wright and Athol
CORE Metadata, citation and similar papers at core.ac.uk Provided by South East Academic Libraries System (SEALS) Crime, violence and apartheid in selected works of Richard Wright and Athol Fugard: a study. Name: RODWELL MAKOMBE A thesis submitted in fulfilment of the requirements of the degree of Doctor of Literature and Philosophy in the Department of English and Comparative Studies at the University of Fort Hare Student Number: 200904755 Name of Institution: UNIVERSITY OF FORT HARE Supervisor: DR. M. BLATCHFORD Year: 2011 Contents DECLARATION .............................................................................................................. iii DEDICATION ..................................................................................................................iv ACKNOWLEDGEMENTS ............................................................................................... v ABSTRACT .....................................................................................................................vi CHAPTER ONE .............................................................................................................. 1 Crime, violence and apartheid: the postcolonial/criminological approach .................... 1 Statement of the Problem ......................................................................................... 1 Background .............................................................................................................. 2 Aims of the research ................................................................................................ -
Refocusing Physics Education in Nigeria: Issues
ISSN 2039-9340 Mediterranean Journal of Social Sciences Vol 3 (13) November 2012 Harnessing the Multilingual Factors of Nigeria for Development: The Challenges and Strategies Ògúnwálé, Joshua Abíódún Department Of Linguistics and African Languages Obafemi Awolowo University, Ile-Ife, Nigeria Doi:10.5901/mjss.2012.v3n13p203 Abstract The arbitrary and haphazard territorial boundaries imposed by the colonial powers in the last two centuries or so did not take cognizance of the people’s diversities before differentiating Nigeria and other sub-Saharan African states. As a result, the geo-political enclave now known as a country encompasses people with varying linguo-cultural identities. This has continued to have far reaching effects on the socio- economic potentials of the nation. It is further argued that the post-independence Nigeria’s slow pace on the road of progress is largely due to the non-participation of the Nigerian mono-lingual majority in the socio-economic and political affairs of the nation. This is either as a result of the non-availability, non- utilization or defective language policy, or its absence, that is geared towards the use of mother-tongues. This paper, however contends that positive results can still be gleaned from the resourceful utilization and positive involvements of the Nigerian factors despite her multilingualism. An empirical survey on the area of activities where English domination is mostly manifested was conducted among some secondary schools located in the south western part of Nigeria. It was found that European influence had continued to have series of devastating effects on the self actualization ethos of the nation because wealth of indigenous knowledge was being locked away in the local languages and was gradually being lost as the custodians of these knowledge passed on. -
The Evolution of the African Student in American Higher Education, 1960-1980
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Illinois Digital Environment for Access to Learning and Scholarship Repository FROM STUDENT TO IMMIGRANT: THE DIASPORIZATION OF THE AFRICAN STUDENT IN THE UNITED STATES BY OLANIPEKUN LAOSEBIKAN DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Policy Studies in the Graduate College University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Doctoral Committee: Associate Professor Christopher M. Span, Chair Professor James D. Anderson Associate Professor Yoon K. Pak Assistant Professor Bekisizwe Ndimande ABSTRACT This dissertation examines African student non-return within the larger historical pursuit of higher education in the United States by African students. Non-return by African students as addressed in this study is a process more than two centuries old extending directly across four defined phases of African student migrations. Key primary documents including the autobiographies of African students, correspondence between African students and other primary agents of African student migrations as well as oral interviews from African students turned permanent settlers from the fourth phase of African student migrations to the United States, are utilized in this dissertation. The perspectives of the non-returning African student in this dissertation address three important areas central to analyzing non-return; first, the factors that shaped the choices of non-returning African students to study in the United States; second, the social and cultural experiences encountered as a part of their educational migrations; and last, the decision to non-return. Non-return as articulated through interviews in this dissertation and supported by other primary and secondary source documentation is identified as a fluid process constantly shifting in response to internal and external pressures as well as historical and contemporary forces. -
An Appraisal of Public Schools' Facilities in Ikeja
International Journal of Environmental Design & Construction Management Vol. 19 No. 4 Published by Cambridge Research and Publications September, 2020. AN APPRAISAL OF PUBLIC SCHOOLS’ FACILITIES IN IKEJA, LAGOS STATE, NIGERIA LASISI, KAMIL OLURANTI; AND ADETUNJI, JELILAT Department of Urban and Regional Planning, the Polytechnic, Ibadan. ABSTRACT It has been observed over the years that the rapid rate of decline in the educational sector has to be urgently looked into as there have been scenarios of overcrowding in classrooms owing to its inadequacy, limited classrooms, dilapidated structures, inadequate teaching staff and teaching tools, lack or total decay of basic amenities, hence the production of ill-equipped and half- baked products among the host of other associated anomalies. The aim of the study is to appraise the provision, availability and adequacy of educational facilities within Ikeja Local Government Area of Lagos State with a view to make proactive measures that would assist the educational sector in the study area. The study identifies the factors militating against the growth of educational facilities in the study area. The cross-sectional survey type of design was used. The primary sources of data involved questionnaire, personal interview and direct observation. The 22 respondents that represent the target population for the study were selected with a predetermined technique where questionnaires were administered to the 22 school management of the public schools. It was observed that most schools, both Junior and Senior Secondary schools that are located within the same confines, have shared facilities, such facilities include the playing ground, canteen, library, computer lab while science laboratories such as biology lab, physics lab and chemistry lab are solely being used by the senior secondary schools. -
The Igbo and Educational Development in Nigeria, 1846 -2015
International Journal of History and Cultural Studies (IJHCS) Volume 4, Issue 1, 2018, PP 65-80 ISSN 2454-7646 (Print) & ISSN 2454-7654 (Online) DOI: http://dx.doi.org/10.20431/2454-7654.0401005 www.arcjournals.org The Igbo and Educational Development in Nigeria, 1846 -2015 S.I. Okoro, Ph.D Department of History and International Relations, Ebonyi State University, Abakaliki *Corresponding Author: S.I. Okoro, Ph.D, Department of History and International Relations, Ebonyi State University, Abakaliki Abstract: The Igbo inhabit what is presently referred to as South East Geopolitical zone in Nigeria. They also make up a sizeable chunk of the population of another geopolitical zone-South South. These areas were located in the colonial- inspired Oil Rivers Protectorate and the Colony and Protectorate of Southern Nigeria. Between 1906 and 1914, a Protectorate of Southern and Northern Nigeria stood side by side each other as the main administrative divisions of the colonial state. At the behest of the British Colonialists, a Western type and missionary-inspired educational system was introduced and accepted by the dominant ethnicities of Igbo and Yoruba of the Protectorate of Southern Nigeria; while the Hausa/Fulani Muslim – dominated Protectorate of Northern Nigeria rejected this education. This paper aims to analyze the development of the Western type educational system in the South East geopolitical zone (Igbo Area) of the country over the years since its implantation. It also seeks to determine what strides and challenges that have attended this development, and how the compatriots of the Igbo have viewed and reacted to this trend. The paper relies mainly on documented secondary sources and the publications and findings of such educational regulatory agencies as the National Universities Commission (NUC) and the Joint Admissions and Matriculation Board (JAMB), among others, to reach its conclusions. -
The Problems of Nigerian Education and National Unity
Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1980 The Problems of Nigerian Education and National Unity Osilama Thomas Obozuwa Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Obozuwa, Osilama Thomas, "The Problems of Nigerian Education and National Unity" (1980). Dissertations. 2013. https://ecommons.luc.edu/luc_diss/2013 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1980 Osilama Thomas Obozuwa THE PROBLEMS OF NIGERIAN EDUCATION AND NATIONAL UNITY BY OSILAMA THOMAS OBOZUWA A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy November 1980 (c) 1980 OSILAMA THOMAS OBOZUWA ALL RIGHTS RESERVED ACKNOWLEDGMENTS It is a usual practice to acknowledge at least the direct help that one has received in the writing of a dissertation. It is impossible to mention everyone who helped to make the writing of this dissertation a success. My sincere thanks to all those whose names are not mentioned here. My deepest thanks go to the members of my dissertation committee: Fr. Walter P. Krolikowski, S. J., the Director, who not only served as my mentor for three years, but suggested to me the topic of this dissertation and zealously assisted me in the research work; Drs. -
George P. Johnson Negro Film Collection LSC.1042
http://oac.cdlib.org/findaid/ark:/13030/tf5s2006kz No online items George P. Johnson Negro Film Collection LSC.1042 Finding aid prepared by Hilda Bohem; machine-readable finding aid created by Caroline Cubé UCLA Library Special Collections Online finding aid last updated on 2020 November 2. Room A1713, Charles E. Young Research Library Box 951575 Los Angeles, CA 90095-1575 [email protected] URL: https://www.library.ucla.edu/special-collections George P. Johnson Negro Film LSC.1042 1 Collection LSC.1042 Contributing Institution: UCLA Library Special Collections Title: George P. Johnson Negro Film collection Identifier/Call Number: LSC.1042 Physical Description: 35.5 Linear Feet(71 boxes) Date (inclusive): 1916-1977 Abstract: George Perry Johnson (1885-1977) was a writer, producer, and distributor for the Lincoln Motion Picture Company (1916-23). After the company closed, he established and ran the Pacific Coast News Bureau for the dissemination of Negro news of national importance (1923-27). He started the Negro in film collection about the time he started working for Lincoln. The collection consists of newspaper clippings, photographs, publicity material, posters, correspondence, and business records related to early Black film companies, Black films, films with Black casts, and Black musicians, sports figures and entertainers. Stored off-site. All requests to access special collections material must be made in advance using the request button located on this page. Language of Material: English . Conditions Governing Access Open for research. All requests to access special collections materials must be made in advance using the request button located on this page. Portions of this collection are available on microfilm (12 reels) in UCLA Library Special Collections. -
"Master Harold"
Hally, we’re bumping into each other all the time. Look at the three of us this afternoon: I’ve bumped into you, you’ve bumped into your mother, she bumping into your Dad... None of us knows the steps and there’s no music playing. And it doesn’t stop with us. The whole world is doing it all the time. -Sam, “MASTER HAROLD”...and the boys 1 STUDY GUIDE CONTRIBUTERS Elizabeth Dudgeon Libby Ford Hallie Gordon Elizabeth Levy Teachers and students can download additional copies of this study guide for free at www.steppenwolf.org. 2 Table of Contents The World of "MASTER HAROLD" …and the boys Plot Summary Character Analysis Themes of the Play Apartheid Laws Enacted in the Time of the Play Hally's Hometown: Port Elizabeth, South Africa Education in South Africa in the 1950's Vocabulary Playwright Athol Fugard Biography of Athol Fugard Fugard Responds to Apartheid South African Responses to Apartheid Activism and The Artist: Using Art to Speak Out against Apartheid TIMELINE: The World of South Africa after MASTER HAROLD 1960-1991 Nelson Mandela: His Activism and Leadership A Global Response to Apartheid Connections: The Civil Rights Movement in the United States The End of Apartheid The World's Cultural and Political Boycott of South Africa The Rise of AIDS Truth and Reconciliation Commission Today in Chicago The Steppenwolf Production An Interview with the Director, K.Todd Freeman Design Elements 3 Apartheid was a system of laws put in place by the white-minority government in South Africa. It enforced discrimination and segregation of the black and “Coloured” (mixed race) majority, denying them their basic civil and legal rights. -
RED Letter the Newsletter of the Reading Experience Database
RED Letter The Newsletter of the Reading Experience Database SPRING 2008 Edited by Rosalind Crone and Katie Halsey I have, of late, been thinking about the challenges we face when interpreting the evidence we collect in the Reading Experience Database, prompted by an article I have recently been writing in the wake of the excellent Beyond the Book conference in Birmingham. The database is now at a stage where we can start to draw meaningful conclusions about the material we have collected. But how do we do it? And what, exactly, should we be trying to do? Anecdotal evidence is considered as notoriously unreliable by the historian, and yet it seems to tell us so much. How can (and should) we manage the challenges involved in working with material that is so interesting, and yet so factually slippery? Of course, the primary purpose of the Reading Experience Database is not the interpretation of this evidence; by its very nature a database collects and cannot interpret. But, as scholars, the RED team does use the evidence we collect, and so, we hope, do scholars and researchers world-wide. What, then, are the various pitfalls that we tacitly expect our users to understand and avoid? Much of what I write here will no doubt be obvious to many of our users, but it is nonetheless important to sound a cautionary note. Our many types of sources demand various kinds of interpretation, and different levels of contextual knowledge, although many issues need to be considered in all cases. It is always important, for example, to consider the provenance of the source, and its reliability. -
Lucy Kroll Papers [Finding Aid]. Library of Congress
Lucy Kroll Papers A Finding Aid to the Collection in the Library of Congress Manuscript Division, Library of Congress Washington, D.C. 2002 Revised 2010 April Contact information: http://hdl.loc.gov/loc.mss/mss.contact Additional search options available at: http://hdl.loc.gov/loc.mss/eadmss.ms006016 LC Online Catalog record: http://lccn.loc.gov/mm82078576 Prepared by Donna Ellis with the assistance of Loren Bledsoe, Joseph K. Brooks, Joanna C. Dubus, Melinda K. Friend, Alys Glaze, Harry G. Heiss, Laura J. Kells, Sherralyn McCoy, Brian McGuire, John R. Monagle, Daniel Oleksiw, Kathryn M. Sukites, Lena H. Wiley, and Chanté R. Wilson Collection Summary Title: Lucy Kroll Papers Span Dates: 1908-1998 Bulk Dates: (bulk 1950-1990) ID No.: MSS78576 Creator: Kroll, Lucy Extent: 308,350 items ; 881 containers plus 15 oversize ; 356 linear feet Language: Collection material in English Location: Manuscript Division, Library of Congress, Washington, D.C. Summary: Literary and talent agent. Contracts, correspondence, financial records, notes, photographs, printed matter, and scripts relating to the Lucy Kroll Agency which managed the careers of numerous clients in the literary and entertainment fields. Selected Search Terms The following terms have been used to index the description of this collection in the Library's online catalog. They are grouped by name of person or organization, by subject or location, and by occupation and listed alphabetically therein. People Braithwaite, E. R. (Edward Ricardo) Davis, Ossie. Dee, Ruby. Donehue, Vincent J., -1966. Fields, Dorothy, 1905-1974. Foote, Horton. Gish, Lillian, 1893-1993. Glass, Joanna M. Graham, Martha. Hagen, Uta, 1919-2004.