"When I Become a Fonctionnaire": School Knowledge in French Colonial Africa, 1918-1938. Occasional Papers Series, Number 11.

Autor/in	Kelly, Gail P.
Institution	State Univ. of New York, Buffalo. Comparative Education Center.
Titel	"When I Become a Fonctionnaire": School Knowledge in French Colonial Africa, 1918-1938. Occasional Papers Series, Number 11.
Quelle	(1984), (84 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Admission Criteria; Admission (School); African History; Colonialism; Comparative Education; Curriculum Design; Curriculum Research; Developing Nations; Educational Environment; Educational Experience; Educational History; Educational Research; Elementary Secondary Education; Enrollment; School Organization; School Policy; Student Attitudes; Teacher Qualifications; Textbook Content; Textbook Research + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Kolonialismus; Vergleichende Erziehungswissenschaft; Lehrplangestaltung; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungserfahrung; History of education; Bildungsgeschichte; Bildungsforschung; Pädagogische Forschung; Einschulung; School organisation; Schulorganisation; Schulpolitik; Schülerverhalten; Lehrqualifikation; Lehrbuchtext; Schulbuchforschung
Abstract	One of a series of papers on comparative education, this report considers curriculum and student life under colonialism through an examination of school knowledge in French West Africa in the first decades of the twentieth century. The monograph is divided into three parts. Part one describes the educational system of interwar West Africa. It emphasizes school organization, admissions and matriculation policies, the composition of the teaching staff, curriculum, and student enrollment. Part two contains translations from interwar elementary and primary textbooks. Part three is composed of translations from students' class notebooks. Focus is on students' French compositions and, in some cases, teacher corrections. What the notebooks reveal about how students perceive themselves, their school, and their aspirations for themselves once they graduate is evaluated. (LP)
Anmerkungen	Publications Department, Comparative Education Center, 428 Baldy Hall, State University of New York, Buffalo, NY 14260 ($5.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC