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引用次数: 0
摘要
对殖民教育的批判性研究不仅应该包括殖民行为者的意图,还应该意识到“殖民主人”有意或无意的可能的学习结果。本文的案例研究探讨了位于notss(多哥)的一所农业学校从1900年的第一个想法到1914年(德国在多哥的殖民统治结束)的命运。设立“棉花学校实验”的主要原因是为了找到将知识、能力和态度的转移正式化的方法,这些转移被认为是将当地经济和社会从自给自足或家庭经济转变为资本主义生产模式所必需的。这个农业机构的历史超越了德国和多哥之间的殖民历史,为非洲、德国和美国南部的地区历史之间的纠葛开辟了一个更广阔的视野。故事始于1900年,在非裔美国教育家布克·t·华盛顿(Booker T. Washington)的带领下,来自阿拉巴马州塔斯基吉的非裔美国人被派往德属多哥,目的是为了帮助德国的德国棉花产业,提高当地的经济作物式棉花生产。最后,多哥殖民政府任命德国地区农业官员作为流动教师,为多哥当地社区提供经济作物生产方面的咨询和指导。
Colonial education and the world market: The cotton school experiment in German Togo (1900–1914)
Critical research on colonial education should not only include the intentions of colonial actors, but also an awareness of possible learning outcomes that were intended or not intended by “the colonial masters”. The case study presented here explores the fate of an agricultural school located in Notsé (Togo) from its first ideas in 1900 until about 1914 (the end of German colonial rule in Togo). The main reason for setting up the “cotton school experiment” was to find ways of formalising the transfer of knowledge, competences and attitudes which were deemed necessary for the transformation of the local economy and society from a subsistence or household economy to capitalist modes of production. The history of this agricultural institution transcends colonial history between Germany and Togo, opening up a broader view of entanglements between the regional histories of Africa, Germany and the southern United States. The story begins with African Americans from Tuskegee in Alabama under the leadership of the African-American educationist Booker T. Washington, who were despatched to German Togo in 1900 in order to enhance local cash-crop style cotton production for the sake of the German cotton industry in Germany. It ends with the colonial government in Togo appointing German regional agricultural officers to consult and instruct local Togolese communities in cash-crop production as itinerant teachers.
期刊介绍:
The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.