Titlebook: Nigeria’s University Age; Reframing Decolonisa Tim Livsey Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 education.higher e

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書目名稱Nigeria’s University Age影響因子(影響力)




書目名稱Nigeria’s University Age影響因子(影響力)學(xué)科排名




書目名稱Nigeria’s University Age網(wǎng)絡(luò)公開度




書目名稱Nigeria’s University Age網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Nigeria’s University Age被引頻次




書目名稱Nigeria’s University Age被引頻次學(xué)科排名




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書目名稱Nigeria’s University Age年度引用學(xué)科排名




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https://doi.org/10.1057/978-1-137-56505-1education; higher education; university; Cold War; Decolonisation; Development; USA; Africa

Grievance

Tim LivseyExplores the role of the university as an important site in which the development and decolonisation in Africa took place..Examines the effects of international aid, in particular from Britain and the

lymphedema

,Introduction: Nigeria’s University Age,f development have often been informed by imagined geographical frames, and emphasising the importance of practice to histories of development. The introduction discusses the significant growth of late colonial states during decolonisation, which included the proliferation of semi-state organisation

態(tài)學(xué)

固定某物

Paradoxes of Decolonisation: University College Ibadan and the Late Colonial State,staff was ‘Africanised’, university autonomy, ‘special relations’ with the University of London, and university finance. Livsey argues that University College Ibadan formed part of the ‘second colonial occupation’ of Africa and the growth of the late colonial state. In some ways it exemplified the c

BLAZE

Making Modern Space: Architecture and Decolonisation at University College Ibadan,ilt environments. Rather than representing a hegemonic expression of imperial power, the meanings around the University College Ibadan buildings were ambiguous and subject to debate. A surprising range of actors and forms of knowledge was involved in their planning. Differing expectations of univers

標(biāo)準(zhǔn)

An Incomplete Elite: Student Culture, Everyday Life, and Decolonisation at Ibadan,ted with the British that had established associations with elite status in southern Nigeria, and which helped students to take advantage of the opportunities of decolonisation. Nevertheless, they also practised a range of other cultural competences associated with pan-African, nationalist, ethnic,