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By Magnus O. Bassey

The contribution of Western schooling to the production of an African-educated elite is definitely documented. what's now not both good documented is the truth that African-educated elites have used their schooling and the universities to perpetuate their dominance via denying the terrible the information essential to guard their political and financial rights and to strengthen in society. however, proficient elites in Africa make possibilities to be had to their very own contributors via selective ordering, legitimization of sure language types and studying approaches in colleges, and legitimization of elite codes and studies to the exclusion of the histories, stories, and worldviews of the poor.

This publication highlights the approaches in which the bad in Africa were disenfranchised and marginalized via colleges' ascriptive mechanisms, and explains why African fiscal improvement is especially slow.

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Additional info for Western Education and Political Domination in Africa: A Study in Critical and Dialogical Pedagogy

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74 Educated Africans were further denationalized because they as converts were segregated from the people as were the missionaries. Such segregations painted in the minds of Africans a sense of European superiority. Hence, Oginga Odinga opined that the missionary was preaching unity and love while he ‘‘lived aloof from the people to whom he preached,’’ and J. E. ’’75 Indeed, in his study of East African churches, F. B. ’’76 The practice of segregating Christians was ‘‘naturally very resented by [African] chiefs who claim their hereditary rights .

And in addition, all school officials had to be French subjects. The British The British, unlike the French, considered their colonies as separate entities. ’’18 Like its neighbor, France, the British believed that the quality of education in Africa should vary according to the social characteristics of the student population. The Education Committee of the Privy Council enunciated British educational policy for Africa in its report of 1867. In that report, the British Committee advised that the educational curriculum in Africa should vary according to the social characteristics of the student population.

75 Indeed, in his study of East African churches, F. B. ’’76 The practice of segregating Christians was ‘‘naturally very resented by [African] chiefs who claim their hereditary rights . . ’’ By such pronouncements missionaries were able to pitch children against their parents thereby causing a splinter in African families. ’’78 And as Mbonu Ojike of Nigeria later recalled, missionaries induced Africans to imitate Western culture in every aspect because, according to the missionaries, every good Christian must take a Western name at Baptism.

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