Education and Development in Colonial and Postcolonial Africa

1. Introduction: Historical Trajectories of Education and Development in (Post)Colonial Africa.- 2. Welfare and Education in British Colonial Africa, 1918-1945.- 3. "Une aventure sociale et humaine": The Services des Centres Sociaux in Algeria, 1955-1962.- 4. Education through labour: from the deuxieme portion du contingent to the youth civil service in West Africa (Senegal/Mali, 1926-1968).- 5. Becoming a Good Farmer - Becoming a Good Farm Worker. On Colonial Education Policies in Germany and German South West Africa, ca 1890 to 1918.- 6. "Cruce et Aratro." Fascism, Missionary Schools, and Labor in 1920s Italian Somalia.- 7. Becoming Workers of Greater France: Vocational Education in Colonial Morocco, 1912-1939.- 8. Engineering socialism: the Faculty of Engineering at the University of Dar es Salaam (Tanzania) in the 1970s and 1980s.- 9. Enlightened developments? Inter-imperial organizations and the issue of colonial education in Africa (1945-1957).- 10. The Fabric of Academic Communities at the Heart of the British Empire's Modernization Policies.- 11. Exploring "Socialist Solidarity" in higher Education: East-German Advisors in Post-Independence Mozambique (1975-1992).- 

Damiano Matasci is Research Fellow at the Institute of Political Studies of the University of Lausanne, Switzerland. His research focuses on the history of education in Europe and colonial Africa.

Miguel Bandeira Jerónimo is Professor and Research Fellow at the Centre for Social Studies at the University of Coimbra, Portugal. He has been working on the historical intersections between internationalism(s) and imperialism, and on the late colonial entanglements between idioms and repertoires of development and of control and coercion in European colonial empires.

Hugo Gonçalves Dores is a Postdoctoral Researcher at the Centre for Social Studies at the University of Coimbra, Portugal. His research addresses educational policies, international organizations activities (CCTA and UNESCO), and State-Church relations in colonial contexts.