Phelps-Stokes in Congo: Transferring Educational Policy Discourse to Govern Metropole and Colony

Autor/in	Seghers, Maud
Titel	Phelps-Stokes in Congo: Transferring Educational Policy Discourse to Govern Metropole and Colony
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 40 (2004) 4, S.455-477 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/0030923042000250009
Schlagwörter	Stellungnahme; Educational Policy; Foreign Policy; Foreign Countries; Politics of Education; Comparative Education; Media Adaptation; Historical Interpretation; Educational Anthropology; Governance; Educational Change; International Relations; Academic Discourse; Performance Factors; Belgium; United States + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Außenpolitik; Ausland; Educational policy; Vergleichende Erziehungswissenschaft; Medienverwendung; Historische Interpretation; Pädagogische Anthropologie; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bildungsreform; Internationale Beziehungen; Discourse; Diskurs; Leistungsindikator; Belgien; USA
Abstract	This article combines a historical with a social/political anthropological framework to examine the role played by the transfer of educational discourse between the United States-based Phelps-Stokes Fund and the Belgian Ministry of Colonies in the formulation of the colonial education policy of "adapted education" in the 1920s. The author argues that the transfer of racialized discourses of education and educational language was instrumental in the political governance of both metropole and colony as well as in improving the image of Belgian colonialism in the international political arena. In particular, the author emphasizes the political clout of the Catholic Party and the role played by two problems that ascended to the center stage of Belgian national politics after World War I (i.e. the cost of rebuilding the country and the so-called "Flemish problem") to show how colonial educational policy, and national and international politics are interconnected. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10