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Historiographic Reconsideration of Colonial Education in Africa: Domestic Forces in the Early Expansion of English Schooling in Northern Igboland, 1890–1930

Published online by Cambridge University Press:  20 January 2017

Desmond Ikenna Odugu
Desmond Ikenna Odugu*
Affiliation:
Lake Forest College, Lake Forest, Illinois
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Abstract

Mainstream historiography often turns to Europe's era of empire building to explain the expansion of Western formal education in Africa. Popular accounts suggest that in Africa (1) colonial involvement in education was late and short lived, spanning the early decades of the twentieth century, (2) missionaries were largely responsible for early educational expansion, and (3) education expansion resulted from interdenominational rivalries among missionaries. However, these popular narratives inadequately account for Africans' own responses to colonial education. This study examines social and cultural shifts in northern Igboland in southeastern Nigeria between 1890 and 1930. It uses colonial archives and oral sources to demonstrate that beyond missionary rivalry, domestic contests converged with the fledgling colonial process to promote English education in northern Igboland. To accomplish this task, the article reviews methodological assumptions responsible for marginal attention to the agency of the colonized in the historiography of Western education in former colonies.

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Articles
Information
History of Education Quarterly , Volume 56 , Issue 2 , May 2016 , pp. 241 - 272
Copyright
Copyright © 2016 History of Education Society 

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