1st Edition
The Changing face of Colonial Education in Africa Education, Science and Development
Acknowledgements
Preface by William Beinart
INTRODUCTION: Overview of the project
Ch. 1 The International Missionary Council (IMC)
and Education in Colonial Africa
(earlier version published in History of Education, 38(2)(2009):217-46.)
Ch 2 Policy and Conference networks that shaped
education policy (Conference litmus NRF)
(first published in Kim Tolley (ed.) Transformations in Schooling:
Historical and Comparative Perspectives (New York: Palgrave/
Macmillan, 2007): 123-149.
Ch 3 Welfare and Education in late colonial Africa
(earlier version published in History of Education
38(2)(2009):217-46;
And in Paedagogica Historica, 41(3)(2005):337-356,
Ch. 4 Science, Anthropology and Policy in the Field of
Colonial Education
(first published in Paedagogica Historica,48(3)(2012):411-430.
Ch. 5 Diedrich Westermann and The International
Institute of African Languages and Culture:
Science and Policy Development in Britain
and Germany in the period 1926 to 1945
(first published in JICH 5(6)(2016): 871-893.
Ch. 6 Donald M’Timkulu : South African educationalist
in the Age of Segregation and Apartheid:
professionalism, activism and exile (unpublished)
Ch.7 The Modernization of Tradition? isiXhosa Language
Education and School History: 1920-1948:
The Ambiguities of Orthographic Reform in the work
of Samuel Mqhayi, William Bennie and
Diedrich Westermann (unpublished)
Conclusion
BIBLIOGRAPHY
Biography
Peter Kallaway is professor emeritus at University of the Western Cape. He also an honorary Research Associate at University of Cape Town, South Africa.
"Peter Kallaway's new work is a superb evocation of the cultures of colonial education, persuasively assessing their impact on policies and lives in our own time, and demanding the attention not only of colonial historians of Africa, but of educators worldwide."
Gary McCulloch, Brian Simon Professor of History of Education, UCL Institute of Education, London.
"The book is exceptional in its efforts at situating South Africa’s colonial education history within the wide-ranging themes of domination, exploitation, oppression, and control, which characterizes the history of colonial education across other colo-nized parts of Africa."
Chika Esiobu, Historical Studies in Education
