Christianisation,Frenchification and Malgachisation: mission education during war and rebellion in French colonial Madagascar in the 1940s

Education was an instrument in Christian missions’ and colonial powers’ civilisation projects. At the same time, education was also instrumental in fostering opposition. This article approaches perceptions of education mainly from the perspective of Norwegian Lutheran missionaries in French colonial Madagascar during the 1940s. The focus is on how the mission, after several years under a secular French colonial government, related to the change in educational policy that came with the rise and fall of the anti-republican and pro-religious Vichy regime. When secularisation and assimilation policies were again implemented after the Second World War, Protestant missions struggled for influence. Madagascar experienced a bloody anti-foreign revolt in 1947 for which French administrators, among others, blamed education. Norwegian missionaries strongly opposed the revolt, but they were also in favour of leading education onto a Malagasy track. In this shifting colonial Malagasy context, mission education contributed to Christianisation, Frenchification and Malgachisation in the Malagasy society.     

Winning hearts and minds: A critical analysis of independent media development in Afghanistan

ABSTRACT

Utilizing a political economic framework, this study investigates the development and expansion of independent media in Afghanistan, focusing on one of the largest private media companies in the country, Moby Group. The company's approach to producing media is tied to its complex location as a translocal/transnational media entity. The company serves a unique population and navigates complex relationships locally and globally (operating in an emerging democratic state negotiating neoliberal market imperatives). This paper argues American-backed development of state-independent media and the rise of private companies such as Moby Group are part of larger geopolitical practices that further U.S. interests and the neoliberal agenda globally.     

From Lester Frank Ward to John Dewey: The Three Universal Curriculums

The writings of Lester Frank Ward (1841–1913) on education over the last two decades of the 19th century were almost lost until they were brought to the attention of John Dewey (1859–1952). Ward had prophesied that the 20th century would require three universal curriculums to meet the American democratic prospect. Ward acknowledged that nobody knew what structure or form the three universal curriculums would take. It would be left to John Dewey and his fellow experimentalists to provide the answer.     

Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy,Sense of Belonging,and Science Identity

While emphasis is often placed on assessing students'' conceptual knowledge, less has been placed on investigating affective aspects of student biology learning. In this paper, we explore self-efficacy, sense of belonging, and science identity, as well as emerging assessment tools to monitor these dimensions of students'' learning.     

Examination of the gender–student engagement relationship at one university

Research examining the relationship between gender and student engagement at the post secondary level has provided mixed results. The current study explores two possible reasons for lack of clarity regarding this relationship: improper parameter estimation resulting from a lack of multi‐level analyses and inconsistent conceptions/measures of ‘student engagement’. Data from the 2006 administration of the National Survey for Student Engagement (NSSE) at a southeastern university were analysed. Results indicated that the relationship between gender and engagement is related to engagement type as well as an institution level factor (gender composition). Implications and directions for future research are discussed.