| सारांश: | Throughout the twentieth-century, colonies emerged from the so-called tutelage of European
imperial powers to represent themselves as sovereign states. One consequence of this change was
an expansion in overseas diplomatic training, aimed at inducting into international life the hundreds
of diplomats required to staff new foreign services. This paper interrogates the pedagogical and
(geo)political practice of tutelage – where guardianship and instruction are held in tension – in order
to shine a critical spotlight on programs training African diplomats, hosted in Britain, France and
Switzerland, and later Cameroon and Kenya. In exploring practices of tutelage both within the
classroom, and at the international scale we bring to the fore hitherto overlooked relational and
temporal dimensions of tutelage that provide new insights into enduring paternalistic power
relations as well as possibilities for agency and resistance. We trace the legacies of colonialism
within these training programs but are also attentive to the ways trainers problematized the
generalizability of their knowledge and pedagogy, and how African diplomats-in-training resisted
relations of tutelage. In dialogue with scholarship on socialization and international education, we
develop an enhanced conceptualization of tutelage that provides analytical purchase on inter-scalar
relationships in world politics during and beyond formal decolonization.
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