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Full-Text Articles in Education
Education And Literacy, Carol Summers
Education And Literacy, Carol Summers
History Faculty Publications
Loram's definition of education as planned by the powerful for the social construction of useful and 'good' Africans, along with his implicit concerns about bad or disruptive literate individuals, represented the views of many educationists during the colonial era. Such views, moreover, survived the end of colonial rule, re-emerging at the centre of shifting debates over how educational institutions and pedagogies should either persist or be challenged. Social utility defined education, not its specific content in reading, arithmetic, religious faith, business, or gardening. Struggles over educational planning were less over whether it was a form of social control than over …
'Subterranean Evil' And 'Tumultuous Riot' In Buganda: Authority And Alienation At King's College, Budo, 1942, Carol Summers
'Subterranean Evil' And 'Tumultuous Riot' In Buganda: Authority And Alienation At King's College, Budo, 1942, Carol Summers
History Faculty Publications
Staff petitions, sexual and disciplinary scandal and open riot pushed Buganda's leaders to close Budo College on the eve of Kabaka (King) Muteesa II's coronation. The upheaval at the school included a teachers' council that pro-claimed ownership of the school, student leaders who manipulated the headmaster through scandal and school clubs and associations that celebrated affiliation over discipline. Instead of enacting and celebrating imperial partnership and order in complex, well-choreographed coronation rituals, the school's disruption delineated the fractures and struggles over rightful authority, order and patronage within colonial Buganda, marking out a future of tumultuous political transition.
Giving Orders In Rural Southern Rhodesia: Controversies Over Africans’ Authority In Development Programs, 1928-1934, Carol Summers
Giving Orders In Rural Southern Rhodesia: Controversies Over Africans’ Authority In Development Programs, 1928-1934, Carol Summers
History Faculty Publications
This article focuses on the period from 1928 to 1935, Depression years, when Harold Jowitt was director of native development. During these years, debates over the Jeanes teacher program, and specifically over the careers of Matthew Magorimbo and Lysias Mukahleyi, exposed both the needs that drew the administration and missions toward community-based development, and the questions of power, authority, and resources that blocked community development, and more specifically the Jeanes teacher program, from achieving its stated aims.
"If You Can Educate The Native Woman...": Debates Over The Schooling And Education Of Girls And Women In Southern Rhodesia, 1900-1934, Carol Summers
"If You Can Educate The Native Woman...": Debates Over The Schooling And Education Of Girls And Women In Southern Rhodesia, 1900-1934, Carol Summers
History Faculty Publications
As the turn of the century, European settlers, officials, and missionaries in Southern Rhodesia were apathetic about promoting African girls' schooling. By the late 1920s, however, all sectors of the European community-settlers, officials, and missionaries- were debating whether, and for what reasons, girls should attend mission schools.1 Europeans discussed girls' and women's schooling as a strategy for coping with problems in the social and economic development of the region. Some Native Commissioners hope that disciplined moral education would encourage women to remain in rural areas and take responsibility for their families, supporting the system of migrant labor. Many missionaries …