User:Nanami Warabino/sandbox

topic paragraph
My topic is the Ecole Normale William Ponty: the elite French colonial teacher-training college in Senegal. The key issues that I want to cover are the African elite education associated with French colonial history, and the role of the university as an educational institution in the system. The Ponty was created to train African teachers for the establishment of the new secular African school system. As an institution, they shaped the careers and sociabilities which is an important part for elite students in the colonial and early post-colonial era. The school assignment which begins in 1933 and lasted until 1950: the Ponty notebook is also one of the things that interested me in terms of the curriculum that colonized students are required to do. It was a key condition of access to educational achievement for African male French speakers who would become teachers, politicians, and writers. In the assignment, students researched their communities of origin by producing anthropological knowledge about African indigenous lives. I am curious to know how the ethnographic activities led to "Africanizing" colonial education after the war, by converting the education policy that targets the high-achievement individuals into the rural masses to preserve African societies and their identities as African.

Essay draft
Overview * this is going to be the introduction

Through the process of colonization, European empires replaced the authentic indigenous lifestyle with European ones through modernization and civilization, by influencing the domestic social system, structure, culture, and so on in non-western countries that are regarded as the third world. This essay will argue that the concept of international education stems from the concept of development which has been shaped by white supremacy in the growth of capitalism and that should be decolonized for a sustainable society. The concept and consciousness of western superiority seem to still take root in the ex-colonized countries as the mindset that determines local people’s way of thinking under the contemporary unequal world structure in which inequality and poverty increase. I will analyze the way in which how has the educational institution and the curriculum based on their political policies had impacts on colonized students and the indigenous community. In the first part of this essay, the question; What is the south will be discussed by focusing on Edward Said’s Orientalism. The binary image of western and nonwestern as superior and inferior that has been shaped in the decolonization era should be reflected in the education policy in the colony which allowed the colonizers to alter the third world as the place for their laboratories which also affected their domestic power dynamic. “It also had a considerable boomerang effect on the mechanisms of power in the West, and on the apparatuses, institutions, and techniques of power… and the result was that the West could practice something resembling colonization, or an internal colonization, on itself.” (Foucault, p.103). Secondly, I will focus on my topic: the Ecole Normale William Ponty: the elite French colonial teacher-training college in Senegal to analyze the way in which how French colonization had an impact on the African education system through the curriculum and assessment that colonized students were required to complete. Completing an assignment in French was a key condition to access future achievements and successful jobs for African elite men in the system of elite schooling which is the representative colonial legacy of the educational system. The Ponty’s original assignment; the Ponty notebook which required them to do some ethnological research about their society and culture will be focused on. This assignment based on French rational political policies aimed to understand the African indigenous lifework rather came out the rise of African nationality and “Africanizing” of the educational system in the decolonization era. How the curriculum has an impact on indigenous society in a political way will be focused on. Lastly, I will conclude this essay that the African educational system was shaped in a hierarchical way through the colonized curriculum, assessment, and language by the French empire, but the curriculum which expands the white supremacy should be decolonized in a possible way like the Ponty note book caused ‘Africanizing’ of the educational system in Senegal. Culture and ideology should be seen equally and schools should come center to expand the idea as educational institutions that create norms and knowledge.

*These topics will be covered in my essay

What is south?

l  Rostow’s Modernization theory

How European people saw the concept of development and the third world

l  Edward Said’s Orientalism

During the decolonization era, European empires tried to illustrate non-western countries for more efficient domination. The binary opposite images between western and non-western as superior and inferior allowed them to believe in their responsibility to modernize the third world. The education system in the colony should reflect this concept and policy as you can see in the elite education which is regarded as a most representative colonial legacy.

l  The third world as European laboratory of modernity

Assessment, assignment, language: as a key condition to accessing educational achievement for African elite who speaks French,

l  The Ecole Normale William Ponty: the elite French colonial teacher-training college in Senegal. The Ponty was created to train African teachers for the establishment of the new secular African school system. As an institution, they shaped the careers and sociability an important part for elite students in the colonial and early post-colonial era.

l  The Ponty notebook: a key condition of access to educational achievement for African male French speakers who would become teachers, politicians, and writers. In the assignment, students researched their communities of origin by producing anthropological knowledge about African indigenous lives.

l  Elite education

Curriculum: how the colonized curriculum has influenced indigenous community as a political policy “Education is politics”

l  Language: “Its curriculum was primarily focused on preparing African teachers to participate in spreading the French languages (Sebastier 28-29; Ly 104-108).

l  Assignment: The notebook assignment appeared at Ponty in the interwar period. French colonial administration has examined African indigenous lifework as anthropological knowledge and encouraged administrator-ethnographers to handle the topic as a central policy to the French colony. The new political rational policy replaced indigenous social structure with western-influenced metropolitan ones, which rather seems inexplicably in terms of the ethnographic study about African indigenous people and culture which better be examined by the authentic policies rather than the foreign colonial policies.

l  Through the curriculum, schools create norms and knowledge as an educational institution based on their political policy. The ethnologic notebook aimed to understand African indigenous lifework rather have helped the rise of “Africanizing” of educational policy. How the ethnographic activities led to "Africanizing" colonial education after the war, by converting the education policy that had targeted the high-achievement individuals into equal education to the rural masses to preserve African societies and their identities as African.

Question about essay structure; Hello, I think I have some points that I would like to make sure about essay structure. Do I need to cover each week’s topics such as language, curriculum, globalization of policy, financing, and gender and race about the topic I chose *the Ponty, in my case, or is it possible to focus on some of them like I did in this draft?