株式会社極東書店トップ ＞ 商品一覧 ＞ Education as Politics : Colonial Schooling and Political Debate in Senegal, 1850s - 1914.
商品詳細
Education as Politics : Colonial Schooling and Political Debate in Senegal, 1850s - 1914. 政治としての教育－セネガルにおける 植民地期の学校教育と政治論争 1850年代～1914年－
・ISBN 978-0-299-30304-4 paper US$ 55.00
￥12,886.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
| 著者・編者 | Bryant, Kelly M. Duke, |
|---|---|
| 出版社 | (U. Wisconsin Pr., US) |
| 出版年月 | 2015 |
| ページ数 | 224 pp. |
| 言語 | ENG |
| ニュース番号 | ＜624-2309 624-2764＞ |
解説
In 1914, Blaise Diagne was elected as Senegal's first black African representative to the National Assembly in France. Education as Politics reinterprets the origins and significance of this momentous election, showing how colonial schools had helped reshape African power and politics during the preceding decades and how they prepared the way for Diagne's victory.
Kelly M. Duke Bryant demonstrates the critical impact of colonial schooling on Senegalese politics by examining the response to it by Africans from a variety of backgrounds and statuses-including rural chiefs, Islamic teachers, and educated young urbanites. For those Africans who chose to engage with them, the French schools in Senegal provided a new source of patronage, a potentially beneficial connection to the bureaucratizing colonial state, a basis for claims to authority or power, or an arena in which to debate pressing issues like the future of Qur'anic schooling and the increasing racism of urban society under colonial rule.
Based on evidence from archives in Senegal and France, and on interviews Duke Bryant conducted in Senegal, she demonstrates that colonial schooling remade African politics during this period of transition to French rule, creating political spaces that were at once African and colonial, and ultimately allowing Diagne to claim election victory.
Kelly M. Duke Bryant demonstrates the critical impact of colonial schooling on Senegalese politics by examining the response to it by Africans from a variety of backgrounds and statuses-including rural chiefs, Islamic teachers, and educated young urbanites. For those Africans who chose to engage with them, the French schools in Senegal provided a new source of patronage, a potentially beneficial connection to the bureaucratizing colonial state, a basis for claims to authority or power, or an arena in which to debate pressing issues like the future of Qur'anic schooling and the increasing racism of urban society under colonial rule.
Based on evidence from archives in Senegal and France, and on interviews Duke Bryant conducted in Senegal, she demonstrates that colonial schooling remade African politics during this period of transition to French rule, creating political spaces that were at once African and colonial, and ultimately allowing Diagne to claim election victory.