植民地支配と教育(VI 研究ノート)
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概要
- 論文の詳細を見る
Did 'Colonial Education' have a place in the study of educational administration? The study of educational administration examines the relationship between the state and education. However, it seems that not much study has been conducted in recent times in this area of study. I have been engaged in the study of education in colonial Korea. My study on the education in former Japanese colonies lead me to the need to deepen it as a media topic, in order to examine the modern public education. From such a point of view, I started the study of education in Africa, in the former colonies of Europe. First I want to question our 'recognition of the world,' for example, I am currently staying in Harare, Zimbabwe but how many readers of this article know where Harare is. Our (Japanese) 'recognition of the world' is so influenced by that of Europe or America. Ansu Datta says In the early phase of colonial administration some missionaries in Africa believed that they were bringing education to entirely uneducated peoples, a supposition which would have been valid if education were equated with literacy and formal schooling' {Education and Society : A Sociology of African Education, Macmillan, 1984, p. 2). We can see that such conflict of the 'culture' is evidenced in the enforcement of 'modern education' in the colony ; where erasing the local culture was done through 'education' and assimilation. Some area studies were done concerning education and the colonies. But we can hardly see those who tried to study the meaning of the colony in education itself. Here, we try to study the condition of education in the former colony 'Rhodesia.' The education in this colony begins from distinguishing the education of the colonizer and the colonized. In Rhodesia, the dual education system was developed, and the differences were apparent in the quantity and quality of education which resulted from the different regulations and budgetary provisions for the two systems. There was an extremely high drop-out rate in the Black system. For the Black child who entered a system that was voluntary and highly selective, it was a very demeaning experience. After the Independence, the education system of Zimbabwe expanded rapidly, but the contents of the education still have an influence from the former colonizer. The teaching medium is English in a country with the presence of many languages in one nation. The mode of teaching and communication is the English language, a language used as the Lingua Franca for all. It was a convenient choice in that it promoted the language of the colonizer at the expense of the colonized. This, in turn, led to a series of misunderstandings about the "perceived"superiority of European influence. The language of the former colonizer is used as 'the common language, ' but through the using of the language the recognition of their culture is made known to the world and it may lead to people misunderstanding that a recognition of European ways is 'true.' Here we must examine the Japanese recognition of the world. Japan has no colony now, but the Japanese relations to the world is just the same as the 'Apartheid' in South Africa, Japan controls people beyond her borders. Under such a situation of Neo-Colonialism, we must ask ourselves for a new framework of the study of education.
- 日本教育行政学会の論文
- 1995-10-05