The Beginnings of Girls' Education in the Native Administration Schools in Northern Nigeria, 1930–1945

1985 ◽  
Vol 26 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Peter Kazenga Tibenderana
Keyword(s):  
Educational Policy ◽  
Women's Education ◽  
History Of Education ◽  
Female Education ◽  
Northern Nigeria ◽  
Preferential Treatment ◽  
Colonial Era ◽  
Western Education ◽  
History Of ◽  
Main Factor

SummaryThe existing works on the history of education in northern Nigeria are generally agreed that the main factor which hindered the spread and development of girls' education in the area during the colonial era was Muslims' opposition to female education. While it is not denied in this article that opposition to female education existed among Muslims, it is argued that this was not the main factor which retarded the advancement of girls' education during the period covered by this article. It is suggested that the British educational policy, which placed much emphasis on co-education, instead of building girls' schools, coupled with the parsimony with which the British administration spent money on girls' education, were mainly responsible for hindering the development of girls' and women's education in northern Nigeria during the colonial era. It is argued that the introduction of co-education made Western education for girls unappealing to many Muslim parents who otherwise would have sent their daughters to school if girls' schools had existed in sufficient numbers. The article attempts to show that this could not be realized as a result of the British administration's unwillingness to spend substantial sums of money on girls' education. It is also suggested that the preferential treatment accorded by the British administration to the aristocracy, in the recruitment of pupils for girls' schools and the W.T.C., was inimical to the advancement of girls' education generally.

Dodds and Educational Policy for a Defeated Germany

2019 ◽  
pp. 244-263
Author(s):  
David Phillips
Keyword(s):  
Educational Policy ◽  
History Of Education ◽  
The State ◽  
University Teachers ◽  
Nazi Ideology ◽  
Foreign Office ◽  
History Of ◽  
The Subject ◽  
Post War ◽  
German Universities

This chapter examines the work of E.R. Dodds during preparations for the post-war occupation of Germany. In 1940, Dodds joined Arnold Toynbee’s ‘Foreign Research and Press Service’, which had moved to Oxford, and he began to work on the history of education in Germany. Arnold’s group eventually became the Foreign Office Research Department (FORD), and Dodds produced for it lengthy memoranda to inform others working on the subject. He also lectured at many meetings and published a pamphlet, Minds in the Making, a study of the hollowness and barbarity of Nazi ideology and its effects on education. For FORD he also chaired committees on re-education and on textbook production. In 1947, he led a delegation to Germany of the Association of University Teachers, which produced a damning report on the state of German universities. He proved to be one of the most significant people involved in shaping educational policy as it developed in the British Zone of Germany.

scholarly journals What We Can Learn From Studying The Past: The Wonderful Usefulness of History in Educational Research

2021 ◽  
Vol 22 ◽  
Author(s):  
Johannes Westberg
Keyword(s):  
Educational Policy ◽  
Educational Research ◽  
History Of Education ◽  
Historical Research ◽  
Main Argument ◽  
Short History ◽  
The Past ◽  
History Of

Why should educational researchers study the history of education? This article suggests that this research is of immediate relevance to current issues of education and may therefore serve a wide variety of purposes. The main argument is that history of education offers four vital contributions: a unique methodological expertise that in turn enables historians of education to provide educational research with vital explanations, comparisons, and the ability to analyse the use and abuse of history in contemporary educational policy and debate. In short, history of education is vital to educational research, not despite its historical orientation, but because of it. Consequently, this paper poses a challenge, both for the field of educational research to promote educational historical research, and for historians of education to explore the untapped potential of this sub-discipline.

scholarly journals The Transformation of Education in Indonesia from the Colonial Era to the Digital Era is Reviewed from a Historical Perspective

2021 ◽  
Author(s):  
Indhi Nur Noviningtyas ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Historical Perspective ◽  
Human Life ◽  
History Of Education ◽  
Positive Influence ◽  
Reference Source ◽  
Education Development ◽  
Colonial Era ◽  
Digital Era ◽  
History Of ◽  
The Government

ABSTRACT Education is the most important instrument in human life because education can increase human dignity. In addition, education can also be a benchmark for human quality and an example of the progress of a nation. The history of education in Indonesia has evolved from the colonial era to the digital era. These developments have influenced government policies in every era. In the 21st century, the development of education in Indonesia is starting to show progress. This is because it is supported by the rapid growth of information and technology. This research article aims to analyze the educational policies carried out by the government from the colonial era to the digital era to be used as evaluation material at this time so that in the future education in Indonesia is even better. To achieve this goal, this research focuses on the question of how is the transformation of education in Indonesia from the colonial era to the digital era? and what is the paradigm of education in Indonesia when viewed from a historical perspective?. The research method used is the Literature Review method from 27 sources in journal articles, websites, and data reports for 2019-2021. The results of this study found that changes in the Indonesian education system from time to time have a positive influence on the progress of the Indonesian nation. The development of education in Indonesia also has an impact on increasing the Human Development Index (HDI). This shows that the quality of Indonesian society is increasing. Based on the results obtained, it is hoped that it can provide information about the transformation of education in Indonesia from the colonial era to the digital era from a historical perspective. This article is suitable as a reference source for education observers in Indonesia to know the history of education and its policies from the colonial era to the digital era and useful for academics to know the history of education in Indonesia. This research has limitations, namely this research is only limited to the development of education in Indonesia from the colonial era to the digital era and the paradigm of education development in Indonesia from a historical perspective.

Archival and Digital Sources on Unfree Labor in Northern Nigeria

2020 ◽  
Author(s):  
Mohammed Bashir Salau
Keyword(s):  
Northern Nigeria ◽  
Colonial Era ◽  
Slave Resistance ◽  
Convict Labor ◽  
Early Colonial ◽  
Unfree Labor ◽  
Digital Material ◽  
History Of ◽  
Arabic And English ◽  
The 19Th Century

Unfree labor in Northern Nigeria is a subject of interest to an increasing number of scholars. The National Archives Kaduna (NAK) and other repositories in Northern Nigeria and elsewhere hold many records that are useful for the study of several forms of unfree labor that occurred within the present-day borders of Northern Nigeria. The history of these records is long, but most of the written records were produced in the period after 1800. The written materials are mainly in Arabic and English. Unlike the written records, the oral sources are mainly in the Hausa language and the collection of such oral information is related to the post-1960s efforts by scholars led primarily by Paul E. Lovejoy. Lovejoy also initiated the digitization of archival materials and oral sources related to unfree labor in Northern Nigeria in the early 2000s. The digitization effort is still ongoing. Scholars who have drawn on the available archival and digital material have focused on the theme of slavery in the precolonial era. Such scholars addressed several topics including plantation agriculture, military slavery, slave control, slave resistance, the ending of slavery, and the wages of slavery. Apart from the works on slavery that mainly focus on the 19th century, there are relatively few other works on the topic that have primarily dealt with the early colonial era or with the period between 1903 and 1936. While the history of slavery has attracted the most critical attention, the history of corvée and convict labor in Northern Nigeria has largely been neglected. Indeed, to date, only two works mainly deal with convict and corvée labor. Considering the little attention given to the themes of convict labor and corvée labor, there is clearly more room for additional historical works on these subjects than on the topic of slavery.

The Role of the Brithish Administration in the Appointment of the Emirs of Northern Nigeria, 1901–1931: The Case of Sokoto Province

1987 ◽  
Vol 28 (2) ◽  
pp. 231-257 ◽  
Author(s):  
Peter Kazenga Tibenderana
Keyword(s):  
Northern Nigeria ◽  
Colonial History ◽  
Traditional Methods ◽  
Colonial Era ◽  
British Rule ◽  
Political Unrest ◽  
History Of ◽  
The Government ◽  
Real Danger

Existing works on the colonial history of Northern Nigeria are generally agreed that the emirs who reigned during the colonial era were selected by traditional methods, that is to say, by kingmakers. This article attempts to show that in the case of Sokoto Province the emirs who were appointed during the period 1903–30, though they had traditional claims to their position, were chosen by the British and not by the kingmakers. It is suggested that during this period the British were so pre-occupied with the security of their rule that they would not leave the important function of selecting emirs to the kingmakers whom they still suspected could select anti-British princes as emirs. It is argued that this policy was largely dictated by the Administration's fear of Mahdism which, up to the end of the 1920s was seen as a real danger to British rule. Thus only overtly loyal princes were elevated to emirships, regardless of whether they had the kingmakers' support or not. The British were able to do this without causing serious political unrest because the emirates were basically ‘competitive monarchies’ which left the British room for manipulation. Finally, the article suggests that, as a result of increased confidence in the security of their rule and owing to the fact that unpopular chiefs had proved to be a liability to the government, in the early 1930s the British restored the kingmakers' right to elect emirs without overdue interference by administrative officers.

scholarly journals Présentation inaugurale : L’histoire de l’éducation des filles : bilan et perspectives d’avenir

2003 ◽  
pp. 1-17
Author(s):  
Nadia Fahmy-Eid
Keyword(s):  
Women's Education ◽  
History Of Education ◽  
Women's History ◽  
Canadian History ◽  
Educational Levels ◽  
Global Context ◽  
Crucial Component ◽  
The Future ◽  
History Of ◽  
Educational Paths

In both Quebec and Canada as a whole, the history of women’s education is no longer a new appearance on the historiographical scene. As a field of research, this history has developed considerably in the last twenty years and can no longer be regarded as unknown territory. Whether it involves educational levels, specific educational paths, institutions, or programs intended for women, research has progressed sufficiently to allow an overview of this crucial component of women’s history to begin to emerge. As a result of such progress, henceforth no synthesis of the history of education worthy of the name can afford to ignore women’s education. However, there is a big difference between piecemeal integration and wholesale integration into the global context to which a synthesis refers and from which the overall perspective emerges. This raises the issue of the conditions necessary for such an integration. This paper examines a number of recent works in Canadian history and reflects on their treatment of the history of women’s education and history more generally, and the implications for the future.

The Emirs and the Spread of Western Education in Northern Nigeria, 1910–1946

1983 ◽  
Vol 24 (4) ◽  
pp. 517-534 ◽  
Author(s):  
Peter Kazenga Tibenderana
Keyword(s):  
Educational Development ◽  
Historical Record ◽  
Educational Opportunities ◽  
The Political ◽  
Development Projects ◽  
Northern Nigeria ◽  
Educational Facilities ◽  
Colonial Era ◽  
Western Education ◽  
Political Interests

This article opens with a brief mention of the major criticisms which are currently made against the emirs' role in the development of Western education in northern Nigeria during the colonial era. It is suggested that these criticisms are ill founded and that they are more often than not based on a misconception of the emirs' power in the colonial situation. It is argued that the emirs were not de facto rulers of their respective emirates and had no powers to initiate educational development projects. The main discussion focuses on their attitude to Western education and how they took advantage of the educational opportunities offered by native administration schools to foster the political interests of their sons. It then examines their efforts to persuade the British administration to expand educational facilities in their emirates including those for female education and why these efforts were generally fruitless. Examination of the historical record reveals that the emirs played a more prominent role in the advancement of Western education than has hitherto been recognized.

'religious Insults': Christian Critiques of Islam and the Government in Colonial Northern Nigeria

2004 ◽  
Vol 34 (1-2) ◽  
pp. 62-81 ◽  
Author(s):  
Andrew Barnes
Keyword(s):  
Active Participation ◽  
Northern Nigeria ◽  
Colonial Era ◽  
Religious Policy ◽  
The Third ◽  
Religious Controversy ◽  
Two Generations ◽  
History Of ◽  
The Government ◽  
Colonial Government

AbstractThis article discusses two Christian critiques of Islam published during the colonial era, and the response by the colonial government to each. The first goal of the article is to characterize Christian criticisms of Islam during the colonial era. The second is to demonstrate how conflict over Islam could shape relations between British administrators and Christian missionaries. The third goal is to narrate the history of a religious controversy as it developed over two generations. As will be seen, the war of words over government religious policy toward Islam could become quite vicious, even without any active participation by Muslims.

Meiji Primary School Language and Ethics Textbooks: Old Values for a New Society?

1974 ◽  
Vol 8 (2) ◽  
pp. 247-261 ◽  
Author(s):  
E. Patricia Tsurumi
Keyword(s):  
Primary School ◽  
Educational Policy ◽  
Moral Education ◽  
History Of Education ◽  
Traditional Values ◽  
Japanese Education ◽  
The West ◽  
Teenth Century ◽  
Meiji Period ◽  
History Of

George Sansom once called the history of education in late nine-teenth-century Japan ‘a useful example of a reaction against foreign influence and a return to tradition in the midst of a strenuous process of “modernization”.’ Sansom and others have depicted Japanese education during the first three decades of the Meiji period (1868–1912) as follows: during the 1870s Japanese education was completely dominated by the Western philosophies and principles which were flooding a country newly opened to foreign intercourse after two and one-half centuries of isolation. This extreme Westernization led to a ‘conservative reaction’ in government and education circles during the 1880s. This, in turn, culminated in the Imperial Rescript on Education of 1890 and the emphasis on ‘traditional’ moral education which was the hallmark of schooling in the 1890S. This shift in educational policy on the part of the Meiji government has been seen as ‘part of the general swing during the 1880s away from unnecessarily close imitation of the West and back towards more traditional values.’

scholarly journals Creación de las escuelas normales rurales en Colombia 1934-1951

2021 ◽  
Vol 3 (5) ◽  
pp. 3271-3287
Author(s):  
Mónica Liset Valbuena Porras ◽  
Diana Milena Arango Aristizábal ◽  
Claudia Marín Gutiérrez
Keyword(s):  
Educational Policy ◽  
Social History ◽  
History Of Education ◽  
Normal Schools ◽  
Remote Areas ◽  
Secondary Sources ◽  
The Social ◽  
History Of ◽  
Politica Educativa ◽  
Social History Of Education

Este  artículo busca reconocer el proceso de creación de las escuelas normales rurales en Colombia entre 1934 a 1951, que mostró avances legislativos que quedaron reducidos a una Política Educativa que fue truncada por la falta de recursos y disputas bipartidistas, además porque  fue limitada a formar para la emergencia y no para la consolidación de un proceso permanente que llegará a las zonas apartadas donde se encontraba la población campesina, quienes debían conocer sobre  nociones elementales, agrícolas y de higiene.  Esta investigación se sustentó en la Historia Social de la educación. Para ello, se abordaron fuentes primarias, y secundarias como: folletos, periódicos, revistas, memorias de los ministros Nacionales localizadas en la Universidad Pedagógica y Tecnológica de Colombia, Archivo General de la Nación, Hemeroteca Luis Ángel Arango.   This article seeks to recognize the creation of rural Normal Schools and their impact on the national educational project between 1934 to 1951, which showed legislative advances that were reduced to an Educational Policy that was truncated due to the lack of resources and bipartisan disputes, also because it was limited to form for the emergency and not for the consolidation of a permanent process that will reach the remote areas where the peasant population was, who had to know about elementary, agricultural and hygiene notions. This research is based on the Social History of education. For this, primary and secondary sources were approached as: brochures, newspapers, magazines, memories of the National Ministers located in the UPTC, General Archive of the Nation, Luis Ángel Arango Hemeroteca.

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