Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.464404
Title: A comparative study of assimilationist and adaptationist policies in British Colonial Africa 1925-1953 (with special reference to the Gold Coast and Tanganyika)
Author: McLean, M.
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1978
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Abstract:
Schools developed to serve the "European" sectors of African economies. British colonial governments regarded this phenomenon as a political threat. There were "assimilationist" and "adaptationist" educational solutions to this problem. "Adaptation It seemed to hold greater promise of political stability yet colonial education was predominantly "assimilationist" at the time of political independence. In this study,colonial educational policies have been categorised as assimilationist- or Euro-centred- and as adaptionist- or Afro-centred. An attempt has been made to determine the conditions associated with the adoption of Euro-centred and Afro-centred policies. Models of Euro-centred and Afro-centred policies have been constructed which include political,economic and socio-political dimensions and which distinguish between the general aims of education, administration, provision and curriculum policies. Education policies for Africa formulated by official agencies firstly in Britain 'and then in the Gold Coast and Tanganyika have been analysed by the criteria of the models.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.464404  DOI: Not available
Keywords: Colonial, Schools, British, Africa, Assimilation, Adaptation
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