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| phelps stokes commission report of 1922: The Journal of Social Forces , 1922 |
| phelps stokes commission report of 1922: Educational Adaptations Phelps-Stokes Fund, Thomas Jesse Jones, Olivia Egleston Phelps Stokes, 1920 |
| phelps stokes commission report of 1922: Encyclopedia of Educational Reform and Dissent Thomas C. Hunt, James C. Carper, Thomas J. Lasley, II, C. Daniel Raisch, 2010-01-12 Educational reform, and to a lesser extent educational dissent, occupy a prominent place in the annals of U.S. education. Whether based on religious, cultural, social, philosophical, or pedagogical grounds, they are ever-present in our educational history. Although some reforms have been presented as a remedy for society′s ills, most programs were aimed toward practical transformation of the existing system to ensure that each child will have a better opportunity to succeed in U.S. society. Educational reform is a topic rich with ideas, rife with controversy, and vital in its outcome for school patrons, educators, and the nation as a whole. With nearly 450 entries, these two volumes comprise the first reference work to bring together the strands of reform and reformers and dissent and dissenters in one place as a resource for parents, policymakers, scholars, teachers, and those studying to enter the teaching profession. Key Features Opens with a historical overview of educational reform and dissent and a timeline of key reforms, legislation, publications, and more Examines the reform or dissent related to education found in theories, concepts, ideas, writings, research, and practice Addresses how reformers and dissenters become significant culture-shaping people and change the way we conduct our lives Key Themes Accountability Biographies Concepts and Theories Curriculum and Instruction Diversity Finances and Economics Government Organizations?Advisory Organizations?Business and Foundations Organizations?Curriculum Organizations?Government Organizations?Professional Organizations?Think Tanks Public Policy Religion and Religious Education Reports School Types Special Needs Technology This authoritative work fills a void in the literature in the vast areas of educational reform and dissent, making it a must-have resource for any academic library. Availability in print and electronic formats provides students with convenient, easy access, wherever they may be. |
| phelps stokes commission report of 1922: Making Men in Ghana Stephan Miescher, 2005-11-24 By featuring the life histories of eight senior men, Making Men in Ghana explores the changing meaning of becoming a man in modern Africa. Stephan F. Miescher concentrates on the ideals and expectations that formed around men who were prominent in their communities when Ghana became an independent nation. Miescher shows how they negotiated complex social and economic transformations and how they dealt with their mounting obligations and responsibilities as leaders in their kinship groups, churches, and schools. Not only were notions about men and masculinity shaped by community standards, but they were strongly influenced by imported standards that came from missionaries and other colonial officials. As he recounts the life histories of these men, Miescher reveals that the passage to manhood—and a position of power, seniority, authority, and leadership—was not always welcome or easy. As an important foil for studies on women and femininity, this groundbreaking book not only explores masculinity and ideals of male behavior, but offers a fresh perspective on African men in a century of change. |
| phelps stokes commission report of 1922: Report Russell Sage Foundation. Library, 1917 |
| phelps stokes commission report of 1922: Education in Africa; Thomas Jesse Jones, Phelps-Stokes Fund, 2022-10-27 This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. |
| phelps stokes commission report of 1922: Negro Education , 1917 |
| phelps stokes commission report of 1922: The Rise and Progress of Negro Colleges in Georgia, 1865-1949 Willard Range, 2009-08-01 Published in 1951, this study looks at the social, economic, political, and historical aspects of the development of higher education for African Americans in Georgia. |
| phelps stokes commission report of 1922: Between Social Skills and Marketable Skills Roman Loimeier, 2009-06-15 The present volume is a pioneering study of the development of Islamic traditions of learning in 20th century Zanzibar and the role of Muslim scholars in society and politics, based on extensive fieldwork and archival research in Zanzibar (2001-2007). The volume highlights the dynamics of Muslim traditions of reform in pre-colonial, colonial and post-colonial Zanzibar, focussing on the contribution of Sufi scholars (Qādiriyya, ʿAlawiyya) as well as Muslim reformers (modernists, activists, anṣār al-sunna) to Islamic education. It examines several types of Islamic schools (Qurʾānic schools, madāris and “Islamic institutes”) as well as the emergence of the discipline of “Islamic Religious Instruction” in colonial government schools. The volume argues that dynamics of cooperation between religious scholars and the British administration defined both form and content of Islamic education in the colonial period (1890-1963). The revolution of 1964 led to the marginalization of established traditions of Islamic education and encouraged the development of Muslim activist movements which have started to challenge state informed institutions of learning. |
| phelps stokes commission report of 1922: International Review of Missions , 1923 |
| phelps stokes commission report of 1922: Modes of British Imperial Control of Africa Onek C. Adyanga, 2011-05-25 This book examines how Great Britain, as a colonial power in Africa, organized and exercised control at the international and domestic level to advance British interests in Uganda and beyond. While this book is by no means an exhaustive study of the various modes of control that took hold in Uganda since its inception as a territorial state up to the period of juridical independence, it is hoped that its historiographical contributions to the post-colonial dispensation of Uganda will be threefold. First, it systematically sheds light on the combined influence of racist ideology, class, and politics in perpetuating informal imperial control in Uganda. Second, it demonstrates that consolidating informal imperial control has required externalizing the legitimacy of the Ugandan state. This suggests that African leaders not supported by external powers may be externally delegitimized and their position made untenable. Third, it demonstrates that the informal control imposed upon Africans by external powers, by removing incentives for internal legitimacy, encouraged violations of human rights as African leaders did not need to obtain the consent of their own people in order to remain in power. Furthermore, it advances the argument that democracy, the rule of law and the protection of human rights can be achieved in Africa if leaders enjoy internal legitimacy derived from the people. The various modes of control imposed by former masters over colonial and post-colonial states were not meant to protect African, but imperial interests. |
| phelps stokes commission report of 1922: Mission to Educate Taylor, 2023-09-20 This study of 150 years' educational pioneering in Eastern Nigeria re-appraises many of the stereotypes about mission schools in Africa. It suggests that Scottish Presbyterian educationalists were usually less at ease with British colonialism than with preparing for a politically independent Nigeria. |
| phelps stokes commission report of 1922: State-Building and Multilingual Education in Africa Ericka A. Albaugh, 2014-04-24 How do governments in Africa make decisions about language? What does language have to do with state-building, and what impact might it have on democracy? This manuscript provides a longue durée explanation for policies toward language in Africa, taking the reader through colonial, independence, and contemporary periods. It explains the growing trend toward the use of multiple languages in education as a result of new opportunities and incentives. The opportunities incorporate ideational relationships with former colonizers as well as the work of language NGOs on the ground. The incentives relate to the current requirements of democratic institutions, and the strategies leaders devise to win elections within these constraints. By contrasting the environment faced by African leaders with that faced by European state-builders, it explains the weakness of education and limited spread of standard languages on the continent. The work combines constructivist understanding about changing preferences with realist insights about the strategies leaders employ to maintain power. |
| phelps stokes commission report of 1922: Education and Development in Colonial and Postcolonial Africa Damiano Matasci, Miguel Bandeira Jerónimo, Hugo Gonçalves Dores, 2020-01-03 This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa. It deals with the plurality of actors that competed and collaborated to formulate educational and developmental paradigms and projects: debating their utility and purpose, pondering their necessity and risk, and evaluating their intended and unintended consequences in colonial and postcolonial moments. Since the late nineteenth century, the “educability” of the native was the subject of several debates and experiments: numerous voices, arguments, and agendas emerged, involving multiple institutions and experts, governmental and non-governmental, religious and laic, operating from the corridors of international organizations to the towns and rural villages of Africa. This plurality of expressions of political, social, cultural, and economic imagination of education and development is at the core of this collective work. |
| phelps stokes commission report of 1922: History of Education: Studies of education systems Roy Lowe, 2000 |
| phelps stokes commission report of 1922: Education in East Africa Phelps-Stokes Fund. African Education Commission (1923-1924), Thomas Jesse Jones, Phelps-Stokes Fund, 1925 |
| phelps stokes commission report of 1922: Race and Empire in British Politics Paul B. Rich, 1990-08-16 This book discusses British thought on race and racial differences in the latter phases of empire from the 1890s to the early 1960s. It focuses on the role of racial ideas in British society and politics and looks at the decline in Victorian ideas of white Anglo-Saxon racial solidarity. The impact of anthropology is shown to have had a major role in shifting the focus on race in British ruling class circles from a classical and humanistic imperialism towards a more objective study of ethnic and cultural groups by the 1930s and 1940s. As the empire turned into a commonwealth, liberal ideas on race relations helped shape the post-war rise of 'race relations' sociology. Drawing on extensive government documents, private papers, newspapers, magazines and interviews this book breaks new ground in the analysis of racial discourse in twentieth-century British politics and the changing conception of race amongst anthropologists, sociologists and the professional intelligentsia. |
| phelps stokes commission report of 1922: A Higher Mission Kimberly D. Hill, 2020-10-15 In this vital transnational study, Kimberly D. Hill critically analyzes the colonial history of central Africa through the perspective of two African American missionaries: Alonzo Edmiston and Althea Brown Edmiston. The pair met and fell in love while working as a part of the American Presbyterian Congo Mission—an operation which aimed to support the people of the Congo Free State suffering forced labor and brutal abuses under Belgian colonial governance. They discovered a unique kinship amid the country's growing human rights movement and used their familiarity with industrial education, popularized by Booker T. Washington's Tuskegee Institute, as a way to promote Christianity and offer valuable services to local people. From 1902 through 1941, the Edmistons designed their mission projects to promote community building, to value local resources, and to incorporate the perspectives of the African participants. They focused on childcare, teaching, translation, construction, and farming—ministries that required constant communication with their Kuba neighbors. Hill concludes with an analysis of how the Edmistons' pedagogy influenced government-sponsored industrial schools in the Belgian Congo through the 1950s. A Higher Mission illuminates not only the work of African American missionaries—who are often overlooked and under-studied—but also the transnational implications of black education in the South. Significantly, Hill also addresses the role of black foreign missionaries in the early civil rights movement, an argument that suggests an underexamined connection between earlier nineteenth-century Pan-Africanisms and activism in the interwar era. |
| phelps stokes commission report of 1922: Bulletin , 1923 |
| phelps stokes commission report of 1922: Bulletin - Bureau of Education United States. Bureau of Education, 1923 |
| phelps stokes commission report of 1922: Record of Current Educational Publications , 1921 |
| phelps stokes commission report of 1922: Bulletin United States. Office of Education, 1933 |
| phelps stokes commission report of 1922: The Athens of West Africa Daniel J. Paracka, Jr., 2004-03-01 This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001). |
| phelps stokes commission report of 1922: Socio-Cultural and Religious Conflicts and the Future of Nigeria Lotanna Olisaemeka, 2022-12-10 With the prevailing violent conflict situation of our world, perpetuated sometimes even in the name of religion, humanity today faces extinction. To reverse this ugly trend, humanity has no choice than to build a society where every tribe and tongue can coexist in peace. This work analyzed the violent conflicts from anthropological, behavioral, politico-philosophical, and theological perspectives, and makes a demand on humanity to save herself through proper education and dialogue with all men and religions. Lotanna Olisaemeka is a researcher in Missiology affiliated with the Philosophisch-Theologische Hochschule, Vallendar, Germany. |
| phelps stokes commission report of 1922: Information Service , 1927 |
| phelps stokes commission report of 1922: Dignity of Labour for African Leaders Yamada, Shoko, 2018-04-12 From 1910 to the 1930s, educating Africans was a major preoccupation in the metropole and in the colonies of imperial Britain. This richly researched book untangles the discourse on education for African leaders, which involved diverse actors such as colonial officials, missionaries, European and American educationists or ideologues in Africa and diaspora. The analysis is presented around two foci of decision-making: one is the Memorandum on Education Policy in British Tropical Africa, issued by the British Colonial Office in 1923; another is the Achimota School established on the Gold Coast Colony (present-day Ghana) as a model school in 1927. Ideas brought from different sources were mingled and converged on the areas where the motivations of actors have coincided. The local and the global was linked through the chains of discourse, interacting with global economic, political and social concerns. The book also vividly describes how the ideals of colonial education were realized in Achimota School. |
| phelps stokes commission report of 1922: Imperialism, Academe and Nationalism Apollos O. Nwauwa, 2013-05-13 Using British Colonial Office papers, the archives of colonial governments in Africa, and the writings of African nationalists, Dr Nwauwa examines the long history of the demand for the establishment of universities in Colonial Africa, to which the authorities finally agreed after World War II. |
| phelps stokes commission report of 1922: Education, Religion & Politics in Southern Sudan, 1899-1964 Lilian Passmore Sanderson, Neville Sanderson, 1981 |
| phelps stokes commission report of 1922: The World call to the church , 1926 |
| phelps stokes commission report of 1922: The Palgrave Handbook of Christianity in Africa from Apostolic Times to the Present Andrew Eugene Barnes, Toyin Falola, 2024-03-07 This comprehensive Handbook provides chapter length surveys of the history of Christian missions and Christian churches on the African continent since the time of Christ. Africa is rapidly becoming the most Christianized region of the world. While common narratives about Christianity tend to present Christianity as a set of ideas and beliefs imposed on Africa from the outside, such narratives hold little meaning for African Christians or for those seeking to understand Christianity in Africa as an indigenous faith. The aim of the Handbook is to propose a set of scholarly starting points for a new set of narratives. The chapters collected here communicate an idea of Christianity as it has been embraced among African peoples at particular historical moments. It therefore grants voice to the various strands of African Christianity on their own terms, and offers scholarly study of what these voices teach us about how the world’s most adhered to religion is practiced and understood on the continent of Africa. |
| phelps stokes commission report of 1922: The East & the West , 1925 |
| phelps stokes commission report of 1922: The Post-colonial Studies Reader Bill Ashcroft, Gareth Griffiths, Helen Tiffin, 2006 Boasting new extracts from major works in the field, as well as an impressive list of contributors, this second edition of a bestselling Reader is an invaluable introduction to the most seminal texts in post-colonial theory and criticism. |
| phelps stokes commission report of 1922: Public Education in Oklahoma Alice Barrows, Fletcher Harper Swift, Helen Thompson Woolley, Royal Bailey Farnum, United States. Bureau of Education, United States. Office of Education, Will Earhart, William Ross Hood, Charles Newell Boyd, Elizabeth Ferris, N. P. Colwell, 1923 |
| phelps stokes commission report of 1922: Language and Collective Mobilization Nadra O. Hashim, 2009-06-16 Language and Collective Mobilization analyzes the origins of communal conflict in five phases of Zanzibar's modern history. The first phase examines the implementation of British colonial control, focusing on the conversion of Zanzibar's subsistence farming economy to a cash-crop plantation complex.This first phase of colonial rule disrupted a variety of indigenous political and social institutions which traditionally promoted peace and stability. During subsequent phases of colonial rule, the British government devised political, economic and educational policies that promoted elite Arab rule at the expense of the majority Swahili- speaking population. Colonial authorities rendered illegal any attempts by Swahilis to organize political resistance, a rule which exacerbated anti-Arab animosity. Colonial rule ended in 1964, when Swahili-speaking Zanzibaris led a violent revolution against English command and Arab control. Having forced a variety of wealthy Arab and Indian communities off the island, Swahili revolutionaries allowed a small number of Indian merchants and a few Shirazi farmers to remain. Less than twenty years after the revolution, in this fifth phase of Zanzibar's political history, partisan conflict between the Shirazi and Swahili populations threatens to unleash a new rash of violence. The social climate mirrors the first phase of British rule, where economic stratification deepens and political tensions grow. The analysis offered in this book will find an audience in students, scholars, journalists, and policymakers interested in understanding so-called 'ethnic' conflict in Africa. |
| phelps stokes commission report of 1922: Defining New Idioms and Alternative Forms of Expression , 2022-05-16 This first volume of ASNEL Papers gathers together a broad range of reflections on, and presentations of, the social and expressive underpinnings of post-colonial literary cultures, concentrating on aspects of orality, social structure and hybridity, the role of women in cultural production, performative and media representations (theatre, film, advertising) and their institutional forms, and the linguistic basis of literature (including questions of multilingualism, pidgins and creoles, and translation). Some of the present studies adopt a diachronic approach, as in essays devoted to European colonial influences on African literatures, the populist colonial roots of Australian drama, and the intersection of exogenous and autochthonous languages in the cultural development and identity formation of Cameroon, Tanzania and the Swahili-speaking regions of Africa. Broadly synchronic perspectives (which nevertheless take cognizance of developmental determinants) range over dominant genres — poetry, short fiction and the novel, children's literature, theatre, film - and cover indigene literatures (Australian Aboriginal, Maori, First Nations) and regional creativity in West, East and South Africa, the Caribbean, India and the South-East Asian diaspora, and the settler colonies of Canada, Australia and New Zealand. Authors treated within broader frameworks include Chinua Achebe, 'Biyi Bandele-Thomas, Bole Butake, Shashi Deshpande, Louis Esson, Lorna Goodison, Patricia Grace, Bland Holt, Keri Hulme, Witi Ihimaera, Kazuo Ishiguro, Rita Kleinhart, Hanif Kureishi, Werewere Liking, Timothy Mo, V.S. Naipaul, Salman Rushdie, and Ruby Slipperjack. There are self-testimonies from the writers Geoff Goodfellow, Darrelyn Gunzburg and Don Mattera, poems by David Dabydeen, Geoff Goodfellow and Olive Senior. Of particular value to this collection are the perspectives offered by African, Caribbean and Eastern European contributors. |
| phelps stokes commission report of 1922: Statistics of Land-grant Colleges and Universities United States. Office of Education, 1933 |
| phelps stokes commission report of 1922: Development of the Pre-independence Educational System in Tanganyika with Special Emphasis on the Role of Missionaries Thomas Joseph Trebon, 1980 |
| phelps stokes commission report of 1922: The Mandates System in Relation to Africa & the Pacific Islands Elizabeth van Maanen-Helmer, 1929 |
| phelps stokes commission report of 1922: Record of Current Educational Publications ... Jan. 1912-Jan./Mar. 1932 United States. Office of Education, 1921 |
| phelps stokes commission report of 1922: The Edinburgh Review , 1929 |
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Michael Phelps - Wikipedia
Michael Fred Phelps II [5] (born June 30, 1985) [6] is an American former competitive swimmer. He is the most successful …
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Phelps, the Uniform Specialists, is an independently owned service company that provides high-quality garments & …
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