Government and missionary policies on African secondary education in Southern Rhodesia: with special reference to the Anglican and Wesleyan Methodist churches, 1934-1971

Abstract

The thesis discusses the development of government and missionary policies on African secondary education in Southern Rhodesia between 1934 and 1971 in the context of the country's colonial history.

It examines the rationale for state and church policies, their objectives and overall impact on secondary educational development. Extensive use is made of archival material of the Anglican and Wesleyan Methodist churches.

It is argued that the factors which determined secondary educational policies originated in the nature of the colonial system which came into existence with the advent of white rule in 1890. Three basic themes are discussed. one deals with the link which recurs continually in the study between colonial politics and the nature of educational policies and programmes that evolved.

A second theme examines the interaction between government and missionary policies and the conflict between them in terms of the objectives of their educational programmes. Also considered is the conflict between missionary political support for white colonialism and their educational policies which appear to contradict that position.

A third theme discusses the scope for educational reform in an essentially conservative colonial society that was resistant to political, economic and social changes which may have benefited the black majority. Also discussed are the limitations and implications of educational reform in such a society.