Sometimes a little distance is needed to see what really happened. The study of the Belgian educational policy in Congo as an example of the critical vigour of colonial history of education.

Autor/in	Depaepe, Marc
Titel	Sometimes a little distance is needed to see what really happened. The study of the Belgian educational policy in Congo as an example of the critical vigour of colonial history of education.
Quelle	Aus: Aubry, Carla (Hrsg.); Geiss, Michael (Hrsg.); Magyar-Haas, Veronika (Hrsg.); Miller, Damian (Hrsg.): Positionierungen. Zum Verhältnis von Wissenschaft, Pädagogik und Politik. Festschrift für Jürgen Oelkers. Weinheim u.a.: Beltz Juventa (2012) S. 219-232Verfügbarkeit
Beigaben	Literaturangaben S. 231-232
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-7799-2860-4; 978-3-7799-2860-7
Schlagwörter	Erziehung; Pädagogik; Autoritäre Erziehung; Bildungsgeschichte; Bildungsmonopol; Paternalismus; Belgien; Bildungspolitik; Erziehung; Grundschule; Katholizismus; Muttersprache; Pädagogik; Politik; Schulpolitik; Demokratische Republik Kongo; Kolonialismus; Bildungspolitik; Schulpolitik; Autoritäre Erziehung; Bildungsmonopol; Unterrichtssprache; Paternalismus; Schulsystem; Grundschule; Unterrichtssprache; Kolonialismus; Muttersprache; Politik; Katholizismus; 20. Jahrhundert; Belgien; Demokratische Republik Kongo
Abstract	The author has identified four (related) policy options on which Belgian educational policy in Congo focused during the first half of the twentieth century: (1) providing support to the Catholic network of schools (also in their "struggle" against Protestant mission schools); (2) the almost exclusive interest in elementary primary education (with an emphasis on "moral" education rather than on acquiring knowledge); (3) the preference for using the indigenous "linguae francae" (rather than French and/or Dutch, which were used in the mother country) and (4) the basic patronizing pedagogical attitude (instead of aiming for emancipation). Only after the Second World War, and especially from the 1950s onwards, [can be noticed] any change and/or differentiation in the pattern of these often coherent strategies (5), not only because of the establishment and the dissemination of public (i.e. official state) education but also as a result of the increased attention for higher and secondary education (also among Catholic educators). (Orig./PRO).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/2