Missionaries’ Rivalry in Kenya and the Establishment of St. Mary’s School Yala

2016 ◽  
Vol 15 (4) ◽  
pp. 372-392
Author(s):  
Belindah Aluoch Okello ◽  
Dorothy Nyakwaka
Keyword(s):  
Formal Education ◽  
Social Conflict ◽  
National Archive ◽  
Early Years ◽  
Colonial State ◽  
Popular Method ◽  
Colonial Economy ◽  
Christian Apologetics

This article discusses the establishment of St. Mary School Yala, a school begun by the Mill Hill Missionaries as an incentive to attract potential African converts to Catholicism. The school was the outcome of fierce rivalry among missionary groups to spread their denominational faith. Provision of formal education became a popular method of enticing potential converts when colonialism took root as Africans then began flocking mission stations in search of this education to survive the colonial economy. Data for this study was collected from the Kenya National Archive, oral interviews, and from published works on missionary activity in their early years of settlement in Kenya. The study has applied Christian Apologetics theory in analysing the missionaries’ conflict which initiated the establishment of St. Mary’s School; and Dahrendorf’s Theory of Social Conflict in examining conflicts between missionaries, Africans and the colonial state which steered the later development of St. Mary’s School.

scholarly journals Improving reading strategies and assessments used by educators to enhance learner academic success

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Veena Loopoo ◽  
Robert Balfour
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Reading Skills ◽  
Formal Education ◽  
Early Years ◽  
School Level ◽  
Learning To Read ◽  
Professional Success ◽  
Crucial Component ◽  
Assessment Strategies

Learning to read is a crucial component of early education. Theorists have found a strong connection between reading skills and the level of academic and professional success enjoyed by an individual. The way an individual learns to read is crucial to achieving academic success; therefore, the methods used to teach reading need to be effective for optimal success. A substantial body of research demonstrates that literacy is fundamental to success in the formal education system and in most cases, the principal site for learning to read and write is assumed to be the primary school, usually in the early years. While there are many perspectives and methods used at school level, teachers will only succeed when they teach explicit strategies to decode words and their meanings and comprehension instruction. Using a mixed-methods approach, this article aimed to identify and explore teaching and assessment strategies employed by educators in Grade R at primary school level pertaining to the teaching of literacy. It emerged that although certain strategies do seem to promote greater acquisition of literacy, there is no one-size-fits-all approach when it comes to using literacy to promote the likelihood of achieving academic success.

scholarly journals METODE TARGHIB WA TARHIB DALAM PENDIDIKAN ISLAM

2015 ◽  
Vol 13 (1) ◽  
pp. 157
Author(s):  
Erwin Yudi Prahara
Keyword(s):  
Human Development ◽  
Formal Education ◽  
Islamic Education ◽  
Popular Method ◽  
Educational Concept ◽  
Purpose Of Education

Abstract: It is asserted that method in education is one determinant of success. In Islamic education, there is a popular method called Targhib wa tarhib, but unfortunately it is less popular in a last few decades because many Islamic educators prefer western educational concept which tends to disregard the affective aspect which can eliminate the purpose of education that is simultaneously to form intelligent human intellectually andspiritually. Besides, this method comes from al-Quran and al-Hadith that is certainly true because according to human development both from the aspect of spiritual or physical. In accord to this, the application of Targhib wa tarhib in contemporary times is very important in both formal and non-formal education with contextually relevant designs. Hence, the religious and psychological values of Tarhib wa targhib method can be established. بيغترلا« ةقيرط ةيملاسلإا ةيبترلا فيو .ةيبترلا حانج في ةيساسلأا رصانعلا دحأ ةيبترلا ةقيرط رايتخا ناك تايرظنلا نم ةيبترلا عون لىإ نولييم ينسردلما نم يرثك ةيرخلأا ةنولآا في فسلأا ّ نكلو ،ةروهشم يهو »بيهترلاو ةفقثلما ةيصخشلا نيوكت ( ةيبترلا نم ةيساسلأا فادهلأا عايض في رثؤلما يكرحسفنلا بناجلل ةلمهلما ةيبرغلا لاو – ةنسلاو نآرقلا لىإ ةدنتسم ةقيرطلا هذه تناك كلذ بنابجو .)ءاوس ّ دح ىلع اضيأ ةنّ يدتم يهو ايفرعم قيبطت ّ مهي اذهب .ينامسلجا بنالجاو يحورلا بنالجا في ناسنلإا رّ وطت نارياسي امهنأو – قح امهنأ في بير .يسفنلا بنالجا وأ يحورلا نييدلا بنالجا في ناكأ ءاوس « بيهترلاو بيغترلا « بولسأ

Sayyid Ahmad Khan

2019 ◽  
Author(s):  
David Lelyveld
Keyword(s):  
Political Representation ◽  
Early Years ◽  
Educational Institutions ◽  
Literary Modernism ◽  
British Imperialism ◽  
Global Networks ◽  
Colonial State ◽  
Religious Texts ◽  
Wide Range ◽  
Women's Equality

The lifetime of Sayyid Ahmad Khan (“Sir Syed”) (1817–1898) spans profound transformations introduced to India and the wider world by the twin forces industrial capitalism and British imperialism. Sayyid Ahmad’s intellectual responses to a changing world and his leadership in the establishment of educational institutions, voluntary associations, and a broad public sphere all played a significant role in defining what it means to be Muslim, especially in India and what would become Pakistan but also in wider cosmopolitan and global networks. The development, compromises, and contradictions of Sayyid Ahmad’s ideas and projects over time track the challenges he faced. If these efforts pointed the way to some sort of modernity, it was rooted in the Indo-Persian and Islamic formation of his early years and developed by selectively adopting bits and pieces of European ideologies, technologies, practices, and organizational arrangements. He has been claimed or condemned by advocates and opponents of a wide range of ideological and political tendencies under circumstances that he would barely have recognized in his own time: nationalism, democracy, women’s equality, and religious and literary modernism. At different points in his career one may find mysticism, scriptural literalism, and daring rationalism with respect to religious texts; charters for Muslim “separatism” and calls for Hindu-Muslim unity; demands for autonomy and political representation and opposition to it; bold critiques of British rulers; and proclamations of “loyalty” to the colonial state. A major figure in the advancement of the Urdu language, he later argued for the superiority of English, of which he himself had little, for the purposes of education and administration. Most of all, he helped establish an intellectual and institutional framework for contemporaries and future generations to debate and pursue collective goals based on religion, language, social status, or class interest.

scholarly journals Teaching Religion OR about Religion: The Paradox of Religious Education in Secondary Schools in Uganda

2021 ◽  
Vol 3 (2) ◽  
pp. 30-42
Author(s):  
Bweyale Josephine ◽  
Tugume Lubowa Hassan
Keyword(s):  
Religious Education ◽  
Formal Education ◽  
Early Years ◽  
Educational Goals ◽  
Journal Articles ◽  
Documentary Analysis ◽  
Search Terms ◽  
Teaching Religion ◽  
False Image ◽  
Teaching About Religion

The article reviews the teaching of Religious Education in schools in Uganda. Uganda is a religiously pluralistic country with Christianity and Islam the most popular. Ugandans are theists, their worldview is religious and they are passionate about their faiths. Therefore, Religious Education is a fundamental subject since the early years of education as it marked the beginning of formal education in Uganda.  However, whilst Uganda has a diversity of religions such as Christianity with its different sects, Islam and its sects, Hinduism, Buddhism, and Sikhism, the education system considers only Islam and Christianity. Therefore, the article discusses whether the teaching of Religious Education where only Christianity and Islam are considered is justified to be referred to as Religious Education. The article concludes that there is a mismatch between the NCDC (2008) stated goals, objectives and content of Religious Education. The objectives and goals portray a false image that RE is intended to expose learners and to achieve educational purposes. Yet, the content, approaches and teaching methods are quite contradictory. The implementation of RE in Uganda is purely confessional; it does not aim at educational goals but at deepening learners' faith distinctively. Instead of teaching about religion, learners are taught religion. The article is based on documentary analysis of the Religious Education curriculum, syllabi and teachers' and learners' handbook documents. In addition, the article analysed literature about the teaching of Religious Education including the aims and goals of Religious Education, the pedagogical approaches, methods and techniques in Religious Education in modern pluralistic communities. In identifying the appropriate literature, suitable databases were identified and used Boolean operators and proper search terms, phrases and conjunctions were used. To further ensure the credibility of the reviewed publications for analysis, only peer-reviewed journal articles with ISBN numbers and Digital Object Identifiers (DOI) were used

Education, Democracy, and Social Conflict

1983 ◽  
Vol 53 (4) ◽  
pp. 398-402 ◽  
Author(s):  
Martin Carnoy
Keyword(s):  
John Dewey ◽  
Formal Education ◽  
Social Conflict ◽  
Political Actors ◽  
Three Generations ◽  
Deja Vu ◽  
Déjà Vu

Reading The Paideia Proposal, one gets a sense of déjà vu. Almost three generations after John Dewey, we are reminded once more that education and learning are the qualities which separate humans from other creatures. In the Proposal, formal education is the center of our social universe. Without it, we starve spiritually, and our society decays. With its energy, we are democratic, collectivelycreative, productive, and even moral. We are transformed from an emotional, irrational mob to a higher form of political actors.

Administrator-scholars and the Writing of History in Early British India: A review article

2013 ◽  
Vol 48 (3) ◽  
pp. 826-843
Author(s):  
JAMES LEES
Keyword(s):  
Early Years ◽  
East India Company ◽  
Indian Society ◽  
Colonial Rule ◽  
British India ◽  
Early Nineteenth Century ◽  
Colonial State ◽  
British East India Company ◽  
British Colonial ◽  
The Times

AbstractThe histories of Asian peoples penned by British East India Company officials during the early years of colonial rule—rightly—have long been considered to be doubtful source material within the historiography of South Asia. Their credibility was suspect well before the middle of the twentieth century, when Bernard Cohn's work began to present the British colonial state as one that relentlessly sought to categorize Indian society, and to use the distorted information thus gained to impose its government.However, the histories of these administrator-scholars still retain value—not as accurate studies of their subjects, perhaps, but as barometers of the times in which they were written and also in the unexpected ways in which some continue to resonate in the present. To illustrate that point, this paper will review three recent monographs which deal with the writings and historical legacies of some of the Company's most prominent early nineteenth-century administrator-scholars. These are: Jason Freitag's Serving Empire, Serving Nation: James Tod and the Rajputs of Rajasthan; Jack Harrington's Sir John Malcolm and the Creation of British India; and Rama Mantena's work centred around the antiquarian pursuits of Colin Mackenzie, The Origins of Modern Historiography in India: Antiquarianism and Philology, 1780–1880.1

scholarly journals Fostering word fluency of struggling third graders from Germany through motivational peer-tutorial reading racetracks

2021 ◽  
Author(s):  
Anne Barwasser ◽  
Karolina Urton ◽  
Matthias Grünke ◽  
Marko Sperling ◽  
David L. Coker
Keyword(s):  
Elementary School ◽  
Word Recognition ◽  
Reading Fluency ◽  
Text Comprehension ◽  
Formal Education ◽  
Early Years ◽  
Control Group ◽  
Word Fluency ◽  
School Students ◽  
The Impact

AbstractAutomation of frequently used words is a key component in the development of reading fluency. However, acquiring fast word recognition skills is a serious challenge for many children in their early years of formal education. Lagging word recognition leads to general reading problems, as fluency is a vital prerequisite for text comprehension. Recent research shows that the percentage of struggling elementary school readers in Germany is increasing, speaking to the need for widespread implementation of effective word recognition interventions. This pilot study aims to provide preliminary evidence of the effectiveness of peer-tutorial reading racetrack training with an integrated motivational system for the sight word fluency of German struggling elementary school students. The intervention comprised twelve 15-min teaching units over a period of three weeks. To encourage reading motivation, the intervention included graphing of performance scores and a group contingency procedure. A control-experimental group design (N = 44) with pre-, post-, and two follow-up measurements (each after five weeks) was employed to investigate the impact of the treatment on decoding sight words at an appropriate speed. Results demonstrated a significant performance increase in the treatment group, relative to the control group. The effect size can be considered very high (partial η2 = .76), indicating that this brief training has the potential to enhance the word recognition of struggling elementary students.

What Was the Late Colonial State?

Itinerario ◽  
1999 ◽  
Vol 23 (3-4) ◽  
pp. 73-82 ◽  
Author(s):  
John Darwin
Keyword(s):  
Colonial Period ◽  
Early Years ◽  
Colonial Rule ◽  
Ruling Elite ◽  
Colonial Era ◽  
Colonial State ◽  
Popular Resistance ◽  
Post Colonial ◽  
Founding Fathers ◽  
Subaltern History

The historiography of the late colonial era has had a love-hate relationship with the colonial state. In the early years of post-colonial independence, much history was written to record and celebrate the achievements of ‘nation-building’. The founding fathers of independence had defeated the colonial state in their struggle against its oppressions. The old state, now under new management, but with the same boundaries, language and (usually) administrative structure, had become a nation, with an undisputed claim to the loyalty of its former colonial subjects. The task of the historian was to show how a national identity had emerged ineluctably from the bundle of districts cellotaped together by colonialism into a dependency, and how it had been mobilised to throw off colonial rule and create a sovereign nation. Subsequently, as this version of the recent colonial past was undermined by the difficulties and divisions of the independent present, and, in some cases, by disillusionment with its ruling elite, the focus shifted towards the sources of popular resistance in the colonial period. In this ‘subaltern’ history, the emphasis was upon uncovering rural struggles, local solidarities, and ‘hidden’ communities of belief that colonial rulers had ignored, or suppressed but which had played a key part in destroying the legitimacy and exercise of their power. The implication here was that the colonial state was an alien coercive force whose continuation into the post-colonial era (even with a change of crew) had frustrated social justice and the achievement of an authentic post-colonial identity.

scholarly journals Perceptions of Educational Agents Regarding the Use of School Visits to Museums for the Teaching of History

2021 ◽  
Vol 13 (9) ◽  
pp. 4915
Author(s):  
Ainoa Escribano-Miralles ◽  
Francisca-José Serrano-Pastor ◽  
Pedro Miralles-Martínez
Keyword(s):  
Formal Education ◽  
Field Trips ◽  
Early Years ◽  
Historical Sources ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Cultural Experience ◽  
The Subject ◽  
Critical Citizens ◽  
Museum Educators

(1) The use of heritage in fieldwork, enabling the analysis of historical sources in museums via school trips, contributes towards the development of historical thinking and the formation of active, participative and critical citizens within the field of formal education (2) The general objective of the present study is to estimate the value which teachers and museum educators confer upon museums and school visits in the stages of early years, primary and secondary education. The research method employed is quantitative, based on the study of a descriptive comparative cross-sectional survey. The participants are 442 teachers, who visited two archaeological museums with their class groups in order to carry out an activity relating to the subject of history, and 18 museum educators. The data collection tool was the MUSELA © questionnaire. (3) The main results indicate that both teachers and educators agree that it is the responsibility of the educator to connect the visit with the interests of the group. 70% of the museum educators are totally in agreement with the academic perspective provided by museums, and more than 75% of the teachers and museum educators are totally in agreement with the fact that the objective of museum visits is to increase knowledge and cultural experience. (4) Educational agents’ understanding of the use of visits to archaeological museums as field trips for history work is a challenge that must be confronted over the coming decade. It is necessary to promote a model of collaboration that develops interaction by generating common educational projects.

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