Education policy appropriation by Uganda Governement in the 1930s, the shaping of a new state apparatus
Herrade Boistelle (Université de Lausanne)
Paper short abstract:
In 1924, the Protectorate Government decided to create an educational department. This act underlined the birth of a new state apparatus. We would show how it emerged and its implication in the colonial state building.
Paper long abstract:
Buganda was the place where the British protectorate decided to establish his power, the core whose spreaded the western and ganda influences in the whole country. Missionnaries installed their Missions in the colonial Buganda to develop education and spreaded their faith as many people in as possible. In the beginning of XX century, the Protectorate set up his power in building a new shape of state founded of that Burke called an « indirect style of indirect rules ». He would say that when the British legislated on the colonial state making with the Uganda ordinance in 1900, they superimposed the Baganda's chieftainship and its cultural model over Buganda neighbours. As in many African country, the main purpose of school of chiefs 'sons was to shape a new form of elite who embedded the colonial knowledge. This politics was handed by missionaries. But, in 1924 as result of the Phelps Strokes report, the colonial Government took over the educational policy. We would enlighten (1) how this government appropriation shape a new state apparatus which play an important role in the State building in the 1930s and (2) how this formation confirm a twofold domination in the hand of British settlers and Baganda elite. This paper rely upon an empirical archives work and based on Foucault and Weber theorical framework.
School education and the shaping of colonial and independent states and societies (19th century-1970)