Thesis--Wisconsin. / Ph. D., Communication Arts. Vita. Includes bibliographical references (leaves 117-121).

This dissertation examines the various discursive expressions of black agency that formed the stereotypical representations of African descendants found in Victorian racial discourse. It is, therefore, an analysis of the discursive practices of peoples of African descent and not of the actual stereotypes frequently associated with Victorian racial discourse. I believe that a close reading and analysis of the discursive practices of peoples of African descent subject to British rule will generate more focused critical narratives about the fantasies that plagued the British imagination well into the twentieth century. This study also suggest that contemporary scholars should start looking at Victorian racial discourse as an active dialogue and conversation with the Other, rather than a description of the psychology of power. / English

This thesis presents a educational and historical analysis of the contribution of Edward Wilmot Blyden, Henry Rawlinson Carr and Julius Kambarage Nyerere towards educational innovation in Africa. These African educational thinkers made a profound intellectual and educational innovation which relates to Western education which was imposed by Western countries on Africa since the past centuries. The inadequacies of such inherited education were taken as the point of departure in their educational innovation. In analyzing their contribution to educational innovation in Africa, it has been essential to look into the inseparable relationship which exists between the African culture and American culture; and between African and American worldviews and educational innovation. This served to throw light on the reasons why educational innovation in Africa is unable to proceed as it ought to. It was, however, necessary to identify and refer to factors which inhibited the development of intellectual and educational innovation in Africa. The major educational matters which Blyden, Carr and Nyerere innovated were carefully selected and presented and meaningfully compared as intellectual and educational innovation in Africac:is a unity. Therefore it has been possible in this thesis to refer to the following matters: Aim of education, curriculum, primary education, secondary education, women's education, secular education, school management, higher education, supplementary education and improvement of educational standards. Although their innovations were originally made in West and East Africa, it was, however, necessary to show that they were not only limited to the said areas but have direct relevance to the rest of Africa as this continent has adopted Western education in its schools. It is, however, necessary to point out that an analysis of Blyden, Carr and Nyerere's contributions to educational innovation would not be complete if it excluded the current 1997, envisaged educational innovation in the RSA. By explaining the link existing between West Afiican, East Afiican and South Afiican educational innovation, the unity in educational innovation referred to earlier becomes clearly articulated. This indicates the benefit derived from Blyden, Carr and Nyerere's educational innovation. Finally, to conclude this thesis, recommendations regarding the future educational innovation in Africa were given. / Educational Studies / D. Ed. (History of Education)

This thesis presents a educational and historical analysis of the contribution of Edward Wilmot Blyden, Henry Rawlinson Carr and Julius Kambarage Nyerere towards educational innovation in Africa. These African educational thinkers made a profound intellectual and educational innovation which relates to Western education which was imposed by Western countries on Africa since the past centuries. The inadequacies of such inherited education were taken as the point of departure in their educational innovation. In analyzing their contribution to educational innovation in Africa, it has been essential to look into the inseparable relationship which exists between the African culture and American culture; and between African and American worldviews and educational innovation. This served to throw light on the reasons why educational innovation in Africa is unable to proceed as it ought to. It was, however, necessary to identify and refer to factors which inhibited the development of intellectual and educational innovation in Africa. The major educational matters which Blyden, Carr and Nyerere innovated were carefully selected and presented and meaningfully compared as intellectual and educational innovation in Africac:is a unity. Therefore it has been possible in this thesis to refer to the following matters: Aim of education, curriculum, primary education, secondary education, women's education, secular education, school management, higher education, supplementary education and improvement of educational standards. Although their innovations were originally made in West and East Africa, it was, however, necessary to show that they were not only limited to the said areas but have direct relevance to the rest of Africa as this continent has adopted Western education in its schools. It is, however, necessary to point out that an analysis of Blyden, Carr and Nyerere's contributions to educational innovation would not be complete if it excluded the current 1997, envisaged educational innovation in the RSA. By explaining the link existing between West Afiican, East Afiican and South Afiican educational innovation, the unity in educational innovation referred to earlier becomes clearly articulated. This indicates the benefit derived from Blyden, Carr and Nyerere's educational innovation. Finally, to conclude this thesis, recommendations regarding the future educational innovation in Africa were given. / Educational Studies / D. Ed. (History of Education)