Project description
The ABCs of inequality in colonial education
In the 20th century, European colonial powers expanded their school networks and made education for colonial youth increasingly divided by gender, class, and race. Supported by the Marie Skłodowska-Curie Actions programme, the COLED project explores how ideas about colonial education were shaped through exchanges between institutions such as the International Colonial Institute, Save the Children, the League of Nations, and UNESCO from 1900 to 1961. Drawing on a decade of research in colonial Africa, the project uncovers the first global history of colonial education, showing how a wide range of people (from officials to activists) pushed a shift away from elitist, assimilation-focused schooling toward more mass, differentiated education. COLED explores how colonial legacies still shape educational inequalities today.
Objective
In the early 20th-century European colonialism became more socially oriented and reflective of the rise of the welfare state. Yet, the better funded and larger colonial school networks became, the more European officials differentiated schools for colonial youth. Addressing this crucial tension, COLED examines how common ideas of colonial education—education for colonial subjects—formed and changed through transnational and transectoral knowledge transfers at the International Colonial Institute, the Save the Children International Fund, the Teachers College, the League of Nations, and UNESCO (1900-1961). Building on my 10-year experience researching education in colonial Africa, COLED: 1) offers the first global intellectual history of colonial education in modern empires, a topic usually studied within separate national cases; 2) shows that deliberate gender-, class-, and race-specific educational planning was a peculiarity of 20th-century European colonialism, thus challenging the common narrative that European states lacked interest in colonial education; 3) identifies for the first time the transition from assimilationist-elitist to differentialist and mass-oriented approaches to colonial education as a byproduct of inter-imperial negotiations between officials, teachers, students, activists, and scholars. Pan-European in scope, this transition questions views of colonial education as a fixed block and of liberal and fascist colonial projects as divergent and mutually opposed. COLED not only fosters interdisciplinary dialogue integrating global history methods with the social and intellectual study of colonialism, pedagogy, and humanitarianism. Also, it promotes awareness among citizens and self-reflection among public agencies committed to universal school rights by contextualizing modern educational inequalities within the still neglected history of institutionalized knowledge exchange on colonial education across networks and borders.
Fields of science (EuroSciVoc)
CORDIS classifies projects with EuroSciVoc, a multilingual taxonomy of fields of science, through a semi-automatic process based on NLP techniques. See: The European Science Vocabulary.
CORDIS classifies projects with EuroSciVoc, a multilingual taxonomy of fields of science, through a semi-automatic process based on NLP techniques. See: The European Science Vocabulary.
- social sciences educational sciences didactics
- humanities history and archaeology history
- social sciences educational sciences pedagogy
You need to log in or register to use this function
Keywords
Project’s keywords as indicated by the project coordinator. Not to be confused with the EuroSciVoc taxonomy (Fields of science)
Project’s keywords as indicated by the project coordinator. Not to be confused with the EuroSciVoc taxonomy (Fields of science)
Programme(s)
Multi-annual funding programmes that define the EU’s priorities for research and innovation.
Multi-annual funding programmes that define the EU’s priorities for research and innovation.
-
HORIZON.1.2 - Marie Skłodowska-Curie Actions (MSCA)
MAIN PROGRAMME
See all projects funded under this programme
Topic(s)
Calls for proposals are divided into topics. A topic defines a specific subject or area for which applicants can submit proposals. The description of a topic comprises its specific scope and the expected impact of the funded project.
Calls for proposals are divided into topics. A topic defines a specific subject or area for which applicants can submit proposals. The description of a topic comprises its specific scope and the expected impact of the funded project.
Funding Scheme
Funding scheme (or “Type of Action”) inside a programme with common features. It specifies: the scope of what is funded; the reimbursement rate; specific evaluation criteria to qualify for funding; and the use of simplified forms of costs like lump sums.
Funding scheme (or “Type of Action”) inside a programme with common features. It specifies: the scope of what is funded; the reimbursement rate; specific evaluation criteria to qualify for funding; and the use of simplified forms of costs like lump sums.
HORIZON-TMA-MSCA-PF-EF - HORIZON TMA MSCA Postdoctoral Fellowships - European Fellowships
See all projects funded under this funding scheme
Call for proposal
Procedure for inviting applicants to submit project proposals, with the aim of receiving EU funding.
Procedure for inviting applicants to submit project proposals, with the aim of receiving EU funding.
(opens in new window) HORIZON-MSCA-2024-PF-01
See all projects funded under this callCoordinator
Net EU financial contribution. The sum of money that the participant receives, deducted by the EU contribution to its linked third party. It considers the distribution of the EU financial contribution between direct beneficiaries of the project and other types of participants, like third-party participants.
14195 Berlin
Germany
The total costs incurred by this organisation to participate in the project, including direct and indirect costs. This amount is a subset of the overall project budget.