Session Information
17 SES 11, Grammar of Schooling, Forme scolaire, Modèle scolaire. Concepts and Models Describing Mass Scolarization and the Teaching State (19th-20th Centuries)
Symposium
Contribution
As we have been able to demonstrate in the ISCHE-Symposium in San Luis Potosí (2011), the Belgian educational authorities were at least successful in one aspect of their colonial enterprise: they exported, although not necessarily with the same intensity and density, the grammars of schooling and pedagogization that were at work in the Belgian education. In the coming ECER- Symposium in Cadiz (2012) we want to further research the impact of this “western” school structures and cultures for the so-called évolués, not only in colonial but also in the post-colonial period. This “elite” formed the prototype of modernization and had to show the ordinary man in the street what civilization on African soil was capable of. That was precisely one of the reasons why the decision was taken to opt for as complete a Westernization of education as possible after Independence. Mobutu’s attempts at “Zaireisation”, with the imposed nationalization of the school system and classes in civil awareness and in African languages and customs, did not really succeed – probably because ultimately there was no tradition of a genuine African “school culture”?
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