The major purpose of this study was to explore the relationship between Japanese colonial policies and colonial education, and its impact upon the contents of public elementary school and the language textbooks. Through a variety of analyses, the study intended to discuss the issues relating to the formation and implementation of Japanese colonial educational policies in Taiwan, and to prove the colonial elites to reproduce specific Japanese cultural values, political orientations on the minds of Taiwan¡¦s children in public elementary school. This study, based upon the result of review of related literature and documents and the analyses of the contents of public school¡¦s language textbooks, traced several controversies in the formation and implementation of Japanese colonial educational policies during the occupation period. To deepen the researchers¡¦ understanding of the process, some in-depth interviews of educated people aged over 70 were also conducted. The final conclusions were reached through the combination of these three steps of explorations and some suggestions have been achieved. The conclusions of this study were as follows: ¢¹. The implementation of colonial policies is based on the extent of how the colonial education was practiced. The goals and intentions of colonial elites could also be found in the colonial education policies. ¢º. The colonial education policies changed along with the needs of social situations in Taiwan and in Japanese, and perspectives of the key colonial elites. ¢». The key components which the language textbooks were trying to brain wash Taiwan¡¦s children were teaching Japanese language, moral education, knowledge and skills in life, the spirit of Japanese culture, and the development of healthy bodies in students. ¢¼. The contents of language textbooks changed along with the changes of colonial education policies. The perspectives of colonial elites could also be found in the changing of shifts of emphases in the contents of the language textbooks. ¢½. The formation and implementation of colonial educational policies in Taiwan are based on Japan¡¦s colonial policies, and the control of contents and their ideology in language textbooks were the major approaches. Two suggestions for further study were provided by the researcher as follows¡G ¢¹. Suggestion for related studies Based upon the conclusions of the study, interested researchers can deepen their understanding of the topic by analyzing textbooks of other subjects, extending the study¡¦s span to include elementary schools in 1941-1945, and conducting more oral history interviews. ¢º. Suggestion for comparative studies The conclusions of this study could be the starting points for the researchers to conduct a comparative study the contents of school textbooks in Japan, Taiwan, Manchu and Korea during the colonial period.

Kenkoku University (Nation-Building University, abbreviated as Kendai) was the university founded in 1938 by the Kwantung Army, the Japanese army of occupation of the northeastern provinces of China commonly designated Manchuria. Sheared off from China by the Kwantung Army in March 1932 and declared an independent country, Manchukuo existed as a client state of Japan on the margins of the international order, recognized by a handful of nations. Kendai was the only institution of higher learning administered directly by the Manchukuo's governing authority, the State Council, which was dominated by Japanese officers. Kendai recruited male students of Japanese, Chinese, Korean, Taiwanese, Mongolian, and Russian backgrounds, and aimed to nurture a generation of leaders who would actualize the Pan-Asianist goal of "harmony among various peoples residing in Manchukuo," one of the founding principles of Manchukuo. Wartime relations between Japanese and non-Japanese are often framed in terms of binary narratives of resistance to or collaboration with Japanese imperialism. Assuming that national consciousness had firmly taken root in people's minds, most historians simply dismiss Japan's wartime discourse of Pan-Asianism as just another empty rationale for the domination of subject peoples by an imperial power, akin to the Anglo-American ‘white man's burden.’ Recent scholarship, however, has complicated the picture by identifying multiple and competing articulations of Pan-Asianism, while re-examining its effects on policy making and its reception by subject populations. My dissertation extends this effort by investigating actual practices of Pan-Asianism as experienced by Japanese and Asian students enrolled at a unique institution whose ideal was Asian unity on the basis of equality. Taking Kendai as a case study and uncovering the interactions that shaped relations below the level of the state, I attempt to demonstrate that the idealistic and egalitarian version of Pan-Asianism exercised considerable appeal even late into World War II.

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Taking the transformative potential of education as its starting point, this thesis analyses Belgian attempts to use schools policy to strengthen the hegemony of the colonial state in the Congo during the interwar years. Through an empirical treatment of the development of the colonial school system, based largely on archival research, the study pursues two main contentions. The first is that the Belgian colonial authorities played a far more direct role in formulating and implementing education policy than is often believed. The second is that the state authorities’ interest in education was defined both by the economic imperative of colonial exploitation, which compelled them to train skilled workers, and the fear that access to education would fuel potential sedition. Six thematic chapters demonstrate that this paradox of necessity and fear shaped Belgian education policy in the Congo, looking at the reasons behind the fear of potential unrest, and at its ramifications. This thesis argues that these pressures caused the Belgian colonial authorities to try to mould Congolese society using education as a tool, by using specific streams of instruction to inculcate certain groups of Congolese, such as auxiliaries, healthcare workers, and women, with the principles of colonial rule. The thesis also considers how these policies were put into practice, focusing on relations between the colonial authorities and the Catholic and Protestant mission societies, and evaluates their efficacy. Moreover, this thesis attempts to establish, where possible, the reactions of colonized Congolese to European educational provision. Having analysed these issues, this thesis concludes that the colonial education system in the Congo during the interwar years failed to fulfil its main purpose and perpetuate Belgian colonial rule.

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial foundations, it argues that high-stakes testing in Nigeria facilitates the erosion of a critical African worldview. It demonstrates that through high-stakes testing’s reproduction of social and regional inequalities, the unethicality of its systems and practices as well as its exemplification of Freire’s concept of normative and non liberatory education as the “practice of domination”; high-stakes standardized testing in Nigeria seamlessly fits into the neo-colonial and neoliberal logic of education as a site of psychological colonization and the material exploitation of the people by the ruling elite.

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial foundations, it argues that high-stakes testing in Nigeria facilitates the erosion of a critical African worldview. It demonstrates that through high-stakes testing’s reproduction of social and regional inequalities, the unethicality of its systems and practices as well as its exemplification of Freire’s concept of normative and non liberatory education as the “practice of domination”; high-stakes standardized testing in Nigeria seamlessly fits into the neo-colonial and neoliberal logic of education as a site of psychological colonization and the material exploitation of the people by the ruling elite.

Masters of Art / This mini-thesis seeks to understand how the colonial and apartheid state imagined the African child in South Africa through education policies and their associated hidden curriculum. It asks what educational project was deemed suitable for the African child and how did this project configure her future? At the core of this enquiry is a preoccupation to understand how institutions, their curricula and objects rid themselves of colonial precepts. In working through this, I employ Blythswood Institute as a provocation to think and to historicise the education of African children, such as those at Blythswood, in three moments: colonialism and the founding of Blythswood in 1877; apartheid and the passing of the Bantu Education Act of 1953, and the post-apartheid times of democratic South Africa.

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It is widely accepted that in order for education to serve the people effectively, the school curriculum should be localised. In Namibia a high rate of failure, unemployment and a low standard of life, especially among the black section of the population, is attributed to the foreign education which the people receive. This study attempts to shed some light on the nature of school curriculum. From a comparative study of attempts of Africanisation of the school curriculum in three African countries, some universal strategies can be distilled. A short survey is given of the school curriculum in Namibia and the history of its development. Finally, on the basis of the distilled strategies, some guidelines are drawn concerning Africanisation of the school curriculum in Namibia. These guidelines could be used to make the school curriculum in Namibia more relevant / Educational Studies / M. Ed. (Comparative Education)

The grounds for asserting that parents of all cultures can be held responsible and accountable for the care and education of their children derive from sources such as the primordial nature of humanity, the precepts of state statutes and international protocols that refer to educational issues and the tenets of scripts that apply to adherents of a particular philosophy of life - for example the Bible as the guide for parents who subscribe to a Christian philosophy of life. The issue of parental say in formal education as provided for in current education legislation is perhaps not an entirely unique development. In this thesis the development of the concept of parental responsibilities and rights in relation to formal schooling in South Africa during the Colonial period was investigated. An attempt was made to determine what Colonial parents - who were predominantly Protestant Calvinist and who consequently subscribed to a Christian philosophy of life - did to ensure that their children's formal education met with their approval and fulfilled their expectations. A further aspect examined related to the identification of the specific issues in education that these parents believed they should be afforded the right to regulate in order to ensure that their children's formal education - as an extension to their primary education - conformed with the fundamental principles of their philosophy of life. The research affirmed the significance a philosophy of life holds for the perception of what it is that constitutes authentic education. It can consequently be concluded that parental involvement in formal schooling should not be seen as intrusion in a realm beyond the jurisdiction of the parent, but as cases of judgement, discernment and selection dictated by the parent's philosophy of life. / Educational Studies / D. Ed. (History of Education)