French Educational Policy in Togo and Dahomey

Bunche, Ralph J.

doi:10.2307/2292143

Cited by 11 publications

(7 citation statements)

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“…With this policy, primary schools were established in most towns and villages. In terms of female education, separate schools were established for them and the policy behind separate schools for girls was to afford them a little education along the lines of that given in the primary schools with emphasis on sewing, washing, ironing, and personal hygiene (Bunche, 1934).…”

Section: Historical Background On Educational Policies In Ghana Nigementioning

confidence: 99%

Gender discrimination and education in West Africa: strategies for maintaining girls in school

Tuwor¹,

Sossou

2008

International Journal of Inclusive Education

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Section: Historical Background On Educational Policies In Ghana Nigementioning

confidence: 99%

Gender discrimination and education in West Africa: strategies for maintaining girls in school

Tuwor¹,

Sossou

2008

International Journal of Inclusive Education

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“…21-38).7 In a contemporary study, famous Ralph J Bunche (1934). We use the term "Gold Coast" and "Ghana" for the colony and independent Ghana respectively.6 This section draws heavily on discussion of the colonial borders inNugent (2002, pp.…”

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confidence: 99%

Borders That Divide: Education and Religion in Ghana and Togo Since Colonial Times

Cogneau

Moradi

2014

J. Econ. Hist.

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The partition of German Togoland after World War I provides a natural experiment to test the impact of British and French colonization. Using data of recruits to the Ghanaian colonial army 1908-1955, we find that literacy and religious affiliation diverge at the border between the parts of Togoland under British and French control as early as in the 1920s. We partly attribute this to policies towards missionary schools. The divergence is only visible in the South where educational and evangelization efforts were strong. Contemporary survey data show that border effects that began in colonial times still persist today.hen African countries gained independence, former British colonies had on average higher school enrollment rates than former French colonies (Benavot and Riddle 1988;Brown 2000;Grier 1999). A significant educational disparity still exists today. In 2000 former British colonies enrolled 70 percent of their school-age population in primary schools, 15 percent more than former French colonies (Garnier and Schafer 2006). Many scholars argue that the persistent difference in education is a legacy of the colonial past whereby countries inherited and more or less followed the very distinct education models that their colonizers implanted (Bolt and Bezemer

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“…In opposition to such unilateral approach to colonial governance, Bunche recommended that the Togolese and Dahomeyans be associated to the management of educational policies of their children. 27 In another publication, Ralph Bunche dismissed imperialism altogether as an unsound method of managing dependent territories. As a matter of fact, he revealed, the 'contemporary international order, characterized by its imperialistic organization, has no possibility of effectively and humanely guiding the destiny of such people and areas'.…”

Section: Exploding the Frames Of The Saga Of Decolonisationmentioning

confidence: 99%

Transnationalising decolonisation: the print media, American public spheres and France's imperial exit in West Africa

Bamba

2013

Journal of Transatlantic Studies

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French Educational Policy in Togo and Dahomey

Cited by 11 publications

References 0 publications

Gender discrimination and education in West Africa: strategies for maintaining girls in school

Gender discrimination and education in West Africa: strategies for maintaining girls in school

Borders That Divide: Education and Religion in Ghana and Togo Since Colonial Times

Transnationalising decolonisation: the print media, American public spheres and France's imperial exit in West Africa

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