Indigenous Adaptation: Uganda's Village Schools, ca. 1880-1937

Autor/in	Hanson, Holly Elisabeth
Titel	Indigenous Adaptation: Uganda's Village Schools, ca. 1880-1937
Quelle	In: Comparative Education Review, 54 (2010) 2, S.155-174 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/651932
Schlagwörter	Educational Quality; Foreign Countries; Educational Policy; Educational Assessment; Educational Change; Educational Development; Educational Indicators; Indigenous Populations; Equal Education; Educational Opportunities; Politics of Education; Educational History; Educational Methods; Institutional Role; Uganda + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Ausland; Politics of education; Bildungspolitik; Education; assessment; Bewertungssystem; Bildungsreform; Bildungsentwicklung; Educational indicato; Bildungsindikator; Sinti und Roma; Bildungsangebot; Bildungschance; Educational policy; History of education; Bildungsgeschichte; Educational method; Erziehungsmethode
Abstract	In Uganda, the implementation of universal primary education (UPE) in 1997 and universal secondary education (USE) in 2005 have led educational policy makers, teachers, parents, and students to seek creative solutions to the problem of ensuring educational quality as schools incorporate 4 million more students. Some Ugandans worry about overcrowded classrooms and express concern that the children of the poor, who cannot escape into the private school system, will be disadvantaged in the end by the short-term decline in outcomes that UPE must inevitably entail. As educators in Uganda search for strategies that will yield a high-quality education for all, it is instructive to look back to a time, early in the twentieth century, when Uganda had an educational system that provided rudimentary education to equal numbers of girls and boys, and large numbers of adults, but turned away from it. This article explores how the Phelps-Stokes Commissions' recommendations led to a turn away from literary education toward a focus on "adapted education," discusses the role of missionaries as the primary promoters of education in colonized Africa and their "selective lending" of nineteenth-century school practices, and tackles the application of the European and American ideas regarding education by missionaries, colonial policymakers, and a very small number of well-educated Africans. It discusses how Africans used indigenous practices of education to spread the skill of mother-tongue literacy: they did the adapting of what they already knew about education. (Contains 3 footnotes.) (ERIC).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10