This thesis is a survey of the development of religious and secular colonial education for African girls and women in Afrique Occidentale Francaise, from 1819 to 1960. The historiography of colonial education in AOF has dismissed the education of African girls and women as they were numerically too insignificant to merit any special attention. / This study argues that an examination of educational objectives, institutions and curricula provides a rare and valuable window on French colonial discourse on African women. It was a discourse fed by sexism and ethnocentrism, that ultimately intended to refashion women's gender identities and roles to approximate those prescribed by the French ideology of domesticity. / The system took the form of a number of domestic sciences training centres that aimed to change the very social definition of what constituted an African woman--to remake her according to the Euro-Christian, patriarchal ideal of mother, wife and housekeeper. Colonial educators argued that such a woman, especially in her role as mother, was the best conduit for the propagation of French mores, practices, and most importantly, submission to French hegemony. / The final decades of formal colonial rule in AOF saw the emergence of a small African male bourgeoisie. Members of this class, called "assimiles", accepted to varying degrees French language, lifestyle and values. This study further examines how many of them embraced the ideology of domesticity and became active in the debate on African women's education and the need to control and transform their gender identities.

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No description available.

The purpose of this research is to examine the socio-economic legacies of the French Protectorate in Morocco and the attitude of modern-day Moroccans to that legacy, through a series of in-depth interviews with a wide range of people who lived through colonialism and came after it. I use these interviews alongside documents of the time and the findings of contemporary commentators to chart the establishment of the Protectorate's social and economic policies in Morocco and how they destroyed the traditional infrastructure and cultural heritage of the country to replace them by a more 'modern and civilised' westernised system. I argue that, although some good did come from French colonialism in Morocco, these policies were not viable and so, when decolonisation came about, the country was unable to sustain itself and, therefore, had no choice but to continue to look to France both financially and educationally. Through highlighting how France transformed every aspect of Moroccan life to match that of la Métropole, this research shows why Moroccans find it so hard to shake off their colonial past, why they continue to use the French language in business, politics and education and why, unless Morocco steps out of the shadow of its former occupier, and make its own way in the world, they feel it will never be truly independent.

Le silence est a peu pres total, dans la litterature franciase du dix-septieme siecle, sur tout ce qui touche a la pedagogie, mais ce silence merite d'etre scrute et explique. L'enseignement de l'epoque a des caracteres utopiques nettement marques, et c'est par les voyages imaginaires et les utopies que s'expriment les preoccupations pedagogiques, essentielles aux yeus des uptopistes. A la contestation pedagogique est liee la contestation religieuse : le dogme du peche originel doit etre ecarte pour ouvrir la voie au progres pedagogique. Le progres social et politique depend d'un progres pedagogique prealable. Plusieurs utopistes ont affirme la necessite de la creation d'une langue nouvelle parfaitement logique et destinee a remplacer le latin. Ainsi les utopies sont la manifestation d'un courant cache tendant a remettre en question la pedagogie de l'epoque.

Thesis (Ph. D.)--Catholic University of America, 1932. / At head of title: The Catholic University of America. Includes bibliographical references (p. v-vi) and index.

Thesis (Ph. D.)--Catholic University of America, 1932. / At head of title: The Catholic University of America. Includes bibliographical references (p. v-vi) and index.

This study is a design and delivery of a comprehensive re-entry training program which has been implemented to meet the needs of returning French engineering grande ecole undergraduate sojourners. With particular attention to the historical and specific character of a grande ecole's interdependent relationship with industry and professional training as an integral part of the educational design, this program has been specifically conceived as a semiautonomous, in-house institute for advanced intercultural training and studies with the combined aims of a) meeting the immediate and longer-term needs of returning sojourners and b) enhancing intercultural awareness at the school generally. This study focuses specifically on the re-entry program delivered by the newly created Winter Institute of Intercultural Communication (WIIC) as the capstone innovation in the broader developmental curriculum redesign scheme for grande ecole students. The Institute now provides the necessary re-entry follow up after an extensive pre-departure training program and six months experience abroad as well as providing a workshop for moving on to more advanced levels of intercultural communication issues.

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published_or_final_version / Humanities / Master / Master of Philosophy