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