Educating the "Native": A Study of the Education Adaptation Strategy in British Colonial Africa, 1910-1936

Omolewa, Michael

doi:10.1086/jaahv91n3p267

Cited by 20 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Omolewa, the missionaries saw education as useful for training Africans to help the missionaries. As such, those Africans who were educated could become catechists or messengers (Omolewa 2006). Rarely were Africans allowed to become priests, especially prior to the 20th century.…”

Section: Colonialism and The Education Of African Childrenmentioning

confidence: 99%

“…For the most part, the targets of colonial education were children, ranging from those in elementary to secondary school (Bude 1983;Ofori-Attah 2006;Omolewa 2006). The curriculum, often imported from either Britain or North America, was intentionally designed to produce Africans who would have an inferiority complex when it came to their interaction with Europeans.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Schooled for Servitude: The Education of African Children in British Colonies, 1910–1990

Malisa

Missedja

2019

Genealogy

View full text Add to dashboard Cite

Our paper examines the education of African children in countries that were colonized by Britain, including Ghana, South Africa, and Zimbabwe. We show how education plays an important role in shaping and transforming cultures and societies. Although the colonies received education, schools were segregated according to race and ethnicity, and were designed to produce racially stratified societies, while loyalty and allegiance to Britain were encouraged so that all felt they belonged to the British Empire or the Commonwealth. In writing about the education of African children in British colonies, the intention is not to convey the impression that education in Africa began with the arrival of the colonizers. Africans had their own system and history of education, but this changed with the incursion by missionaries, educators as well as conquest and colonialism.

show abstract

Section: Colonialism and The Education Of African Childrenmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Schooled for Servitude: The Education of African Children in British Colonies, 1910–1990

Malisa

Missedja

2019

Genealogy

View full text Add to dashboard Cite

show abstract

“…Reiterating the support of the natives for modern education, Omolewa (2006), Fafunwa (1984), Njoku, Ogbonna and Anorue (2005) opined that the establishment of mission schools in Igbo land as well as all over Nigeria, involved the participation of several contact points, whose roles influenced the spread of western education, in which case mission schools did not emerge overnight as time, financial resources as well as material and logistic inputs were committed by the numerous agents of education.…”

Section: Internationalization In Education: the Nigerian Experiencementioning

confidence: 99%

Internationalization in Education: The British Colonial Policies on Education in Nigeria 1882 - 1926

Sulaiman

2012

JSR

View full text Add to dashboard Cite

British Colonial policies on education were formulated and implemented in Nigeria between 1882 and 1926, when it became apparent that the missionary education was not solving the education problems of the Nigerian natives.Going by the records, western missionary education started in Nigeria in 1842, with the arrival of Thomas Birch Freeman, of the Methodist missionary society and Mr. and Mrs. De Graft of the church missionary society.The initial objective of the missionary bodies to Nigeria was to carry out evangelical work i.e. preaching the gospel to the natives. Remarkable efforts were made by the various missionary bodies in building churches and schools which were all used for the purpose of evangelizing. The basic content of instruction in schools was reading and writing which were necessary for the understanding of the gospel.However, these missionary schools were devoid of standard and uniform curricula, as each missionary body established schools to suit their specific needs. The practice of the missionary bodies in establishing and managing schools continued for about four decades after which, the colonial government according to Ajayi (1965) became critical of the small denominational schools that were not able to produce the clerks who were needed for the growing administration and expanding commercial enterprise in Nigeria. This paper gives a historical appraisal of the formulation and implementation of British Colonial policies of education in Nigeria between 1882 and 1926. It also takes a look at the nature of such educational policies and critically evaluates the role played by the British colonial administration and the Christian missions.

show abstract

“…Whitehead (2005) points out that colonial education policy in Africa was ‘fraught with much confusion of purpose and lack of resources, apathy and hostility’. Omolewa (2006, p. 269) on the other hand notes that:…”

Section: Teachers and Teaching In The Colonial Contextmentioning

confidence: 99%

Cultural Foundations of the Idea and Practice of the Teaching Profession in Africa: Indigenous roots, colonial intrusion, and post‐colonial reality

Assié-Lumumba

2012

Educational Philosophy and Theory

View full text Add to dashboard Cite

In this article I analyze some of the cultural factors that have determined and influenced the teaching profession and its evolution in African countries. Firstly, I use an historical approach to review conceptual issues on teachers, teaching and learning; secondly, I examine salient features of the idea and practices of teachers and teaching in the pre‐colonial and less Westernized contemporary African contexts and elements of Quranic schools; thirdly, I offer an account of how teachers were introduced to formal learning of European education in the colonial era; and, fourthly, I examine the declining prestige and other outstanding issues of teaching and the teaching profession amidst the call of quality Education for All. In the main, most African countries have to grapple with the daunting challenges of providing quality education to the entire school‐age populations in African countries, especially with the approaching 2015 date for meeting the second Millennium Development Goal (MDG) of achieving universal primary education and Education For All (EFA). At the secondary level and even more clearly articulated for higher education, there is a sense of urgency in providing quality education particularly in science and technology to position Africa with competent human resources in the global economy. Paradoxically, however, the perceived and actual prestige of the teaching profession and the social status of the teacher as a professional category, especially at the lower levels of the educational systems, have not consistently been positive.

show abstract

Educating the "Native": A Study of the Education Adaptation Strategy in British Colonial Africa, 1910-1936

Cited by 20 publications

References 0 publications

Schooled for Servitude: The Education of African Children in British Colonies, 1910–1990

Schooled for Servitude: The Education of African Children in British Colonies, 1910–1990

Internationalization in Education: The British Colonial Policies on Education in Nigeria 1882 - 1926

Cultural Foundations of the Idea and Practice of the Teaching Profession in Africa: Indigenous roots, colonial intrusion, and post‐colonial reality

Contact Info

Product

Resources

About