Belgian images of the psycho‐pedagogical potential of the Congolese during the Colonial Era, 1908–1960

Depaepe, Marc

doi:10.1080/00309230903335660

Cited by 8 publications

(3 citation statements)

References 2 publications

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“…Toutefois, l'école garde encore le modèle pédagogique qui laisse à l'enfant une faible ouverture sur le monde (Galland, 2017), spécialement quand les relations sociales entre professeurs et élèves sont fondées sur « l'obéissance à l'éducateur » 7 (Depaepe et al, 2015). Eu égard au type de compétences techniques auxquelles les colonisateurs attendaient, ladite relation fut de rigueur pendant la colonisation (Depaepe, 2009). Même s'il y a eu quelques changements dans les pratiques éducatives belges, cependant le texte éducatif et sa sémantique sont restés en grande partie constants au cours du vingtième siècle (Van Ruyskensvelde et al, 2017).…”

Section: La Politique Nationale De Scolarisation Des Filles Entre Rec...unclassified

Collaboration entre école et parents dans la gestion de la scolarité des filles en République Démocratique du Congo : Dialogue asymétrique entre théorie et pratique

Mawanzo

2022

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Selon l’esprit des conférences internationales de l’« Education pour tous », le concept "collaboration entre les acteurs éducatifs" reste un cheval de bataille des pays signataires pour sa mise en application. La République Démocratique du Congo, étant membre, fait de son mieux pour les concrétiser. Cependant l’inefficacité de son application à l’école freine l’atteinte de l’objectif relatif à l’élimination des disparités entre les sexes dans l’enseignement secondaire en Province du Haut-Uélé. L’Etat joue en acteur et en concepteur principal ; l’école sert de courroie de transmission ; les parents jouent en récepteurs quasi passifs. A partir d’une analyse historique de l’implication des parents dans la gestion scolaire, de la lecture des stratégies nationales y afférentes, la présente communication voudrait rendre compte des difficultés des définitions des rôles dans la mise en œuvre des stratégies nationales favorisant la scolarisation des filles dans ladite Province. L’étude du milieu, la définition des rôles et le dialogue respectueux sont les voies indispensables à la matérialisation de cet objectif 5. Mots clés : Collaboration, école, parents, éducation, fille

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Section: La Politique Nationale De Scolarisation Des Filles Entre Rec...unclassified

Collaboration entre école et parents dans la gestion de la scolarité des filles en République Démocratique du Congo : Dialogue asymétrique entre théorie et pratique

Mawanzo

2022

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“…Paedagogica Historica, as the result of the symposium, presented a wide spectrum of thematic research. In his study, Michael Depaepe surveys Belgian education in the Congo in colonial times (Depaepe, 2009), Tim Allender examined the various stages of intellectual transfer between the British Empire and India between 1813 and 1919 (Allender, 2009). Bagchi"s research shows how pedagogical activism in colonial Bengal (1900Bengal ( -1930 was defined by gender, (Bagchi, 2009), while Ruth Watts explored the effect that colonization had on the colonizers in Great Britain (Watts, 2009).…”

Section: Introductionmentioning

confidence: 99%

Postcolonial perspective in the history of education: research problems and trends in an international context

Kereszty¹

2014

HERJ

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In my study I examine how the mostly English post-colonial theory, strongly related to ISCHE and the international History of Enducation Society UK, becomes a more and more determinant approach within the research field of the history of education from the 1980s. In order to do so, first I define post-colonialism, briefly mentioning the debate surrounding post-colonial theory, as well as the relevant interpretative frame which goes beyond the "third world". In the second part of the paper I survey the more determinative works in the field and the related conferences, also mentioning the most recent research results. The appearance of researches with a post-colonial perspective in the history of education became prominent in the last two decades. Apart from clarifying the terminology (for example culture and ethnicity) these studies move away from the simplifying primitive/modern dichotomy, reinterpret spatial and temporal dimensions and in relation to the creation of cultures and identities write of processes which integrate active agents which are multidirectional and affect each other mutually. In Hungary the postcolonial studies that open Pandora"s Box have not yet gained ground in history of education, even though their role in the international history-writing of education is unquestionable.

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“…Such racist classifications were, of course, very popular in the Belgian colonial mentality. They were reflected in, among other things, the textbooks used for education in the metropolis and in the scientific and pseudo-scientific writings about the psychopedagogical potential of the Congolese (see Depaepe, 2009). The labelling of évolués implicitly referred to the idea of evolution.…”

Section: Creating a Social Cultural And Educational Space For The éVmentioning

confidence: 99%

Creating Cultural Hybridity by Exporting Metropolitan Structures and Cultures of Schooling and Educationalisation? The Emergence of a Congolese ‘Elite’ in the 1950s as a Starting Point for Further Research

Depaepe

Hulstaert

2013

European Educational Research Journal

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This article consists of five sections. First, it briefly describes the results of the authors' previous studies on the history of colonial education in view of the problem introduced by the special issue of which this article is a part. Second, it links these results to such central concepts as the so-called grammars of schooling and educationalisation. Third, in order to further nuance and deepen these concepts, it concentrates on the crucial case of the 1950s in which -in terms of educational as well as social, political and cultural factors -an 'elite' was slowly but surely emerging in the Congo. Fourth, it deals with the question of the extent to which the forging of this elite created cultural hybridity in the colonial and postcolonial era and how to research it. Fifth, it tries to qualify the authors' aspirations for future research.

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Belgian images of the psycho‐pedagogical potential of the Congolese during the Colonial Era, 1908–1960

Cited by 8 publications

References 2 publications

Collaboration entre école et parents dans la gestion de la scolarité des filles en République Démocratique du Congo : Dialogue asymétrique entre théorie et pratique

Collaboration entre école et parents dans la gestion de la scolarité des filles en République Démocratique du Congo : Dialogue asymétrique entre théorie et pratique

Postcolonial perspective in the history of education: research problems and trends in an international context

Creating Cultural Hybridity by Exporting Metropolitan Structures and Cultures of Schooling and Educationalisation? The Emergence of a Congolese ‘Elite’ in the 1950s as a Starting Point for Further Research

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