Imagining an imperial modernity: Universities and the West African roots of colonial development

This article takes the formation and work of the ‘Elliot’ Commission on Higher Education in West Africa (1943–45) to reconsider the roots of British colonial development. Late colonial universities were major development projects, although they have rarely been considered as such. Focusing particula...

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Main Author: Livsey, T
Format: Journal article
Published: Taylor and Francis 2016
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author Livsey, T
author_facet Livsey, T
author_sort Livsey, T
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description This article takes the formation and work of the ‘Elliot’ Commission on Higher Education in West Africa (1943–45) to reconsider the roots of British colonial development. Late colonial universities were major development projects, although they have rarely been considered as such. Focusing particularly on the Nigerian experience and the controversy over Yaba Higher College (founded 1934), the article contends that late colonial plans for universities were not produced in Britain and then exported to West African colonies. Rather, they were formed through interactions between agendas and ideas with roots in West Africa, Britain and elsewhere. These debates exhibited asymmetries of power but produced some consensus about university development. African and British actors conceptualised modern education by combining their local concerns with a variety of supra-local geographical frames for development, which included the British Empire and the individual colony. The British Empire did not in this case forestall development, but shaped the ways in which development was conceived.
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spelling oxford-uuid:2b7b2d08-8176-4bea-980b-b4b79d95dffe2022-03-26T12:31:13ZImagining an imperial modernity: Universities and the West African roots of colonial developmentJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:2b7b2d08-8176-4bea-980b-b4b79d95dffeSymplectic Elements at OxfordTaylor and Francis2016Livsey, TThis article takes the formation and work of the ‘Elliot’ Commission on Higher Education in West Africa (1943–45) to reconsider the roots of British colonial development. Late colonial universities were major development projects, although they have rarely been considered as such. Focusing particularly on the Nigerian experience and the controversy over Yaba Higher College (founded 1934), the article contends that late colonial plans for universities were not produced in Britain and then exported to West African colonies. Rather, they were formed through interactions between agendas and ideas with roots in West Africa, Britain and elsewhere. These debates exhibited asymmetries of power but produced some consensus about university development. African and British actors conceptualised modern education by combining their local concerns with a variety of supra-local geographical frames for development, which included the British Empire and the individual colony. The British Empire did not in this case forestall development, but shaped the ways in which development was conceived.
spellingShingle Livsey, T
Imagining an imperial modernity: Universities and the West African roots of colonial development
title Imagining an imperial modernity: Universities and the West African roots of colonial development
title_full Imagining an imperial modernity: Universities and the West African roots of colonial development
title_fullStr Imagining an imperial modernity: Universities and the West African roots of colonial development
title_full_unstemmed Imagining an imperial modernity: Universities and the West African roots of colonial development
title_short Imagining an imperial modernity: Universities and the West African roots of colonial development
title_sort imagining an imperial modernity universities and the west african roots of colonial development
work_keys_str_mv AT livseyt imagininganimperialmodernityuniversitiesandthewestafricanrootsofcolonialdevelopment