Rebellious schooling in a violent (post)colony: Expanding the field of education history in South Sudan, c. 1905-1972

Kindersley, Nicki ORCID: https://orcid.org/0000-0003-3220-5302 and Wawa, Yosa 2024. Rebellious schooling in a violent (post)colony: Expanding the field of education history in South Sudan, c. 1905-1972. History of Education Quarterly

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Abstract

Educational pathways in colonial and postcolonial spaces often range far beyond the classroom. Reconstructing histories of this wider terrain of education reveals long-running arguments over what types of new knowledge might be most useful for living well within fast-changing colonial and postcolonial states and wars. These debates over useful knowledge–including military, mechanical, linguistic and religious training–are a window into how people discussed changing ideas of authority, class mobility, and the future. We trace a wider terrain of education in southern (now South) Sudan, where education histories have generally either focused on a handful of mission-founded formal schools or hagiographies of powerful military men with PhDs. Drawing on archival evidence and interviews gathered in South Sudan since 2019, we argue that histories of education in colonial and postcolonial Africa are crucial to understanding intellectual histories in everyday life.

Item Type:	Article
Status:	In Press
Schools:	History, Archaeology and Religion
Publisher:	Cambridge University Press
ISSN:	0018-2680
Funders:	AHRC
Date of Acceptance:	6 November 2024
Last Modified:	17 Dec 2024 10:30
URI:	https://orca.cardiff.ac.uk/id/eprint/174738

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