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a) It-was freedom denying
Far from .encouraging creativity, this education sought to achieve basic literacy. In most cases, it was difficult if not impossible to advance beyond a certain stage. Such progress was even out rightly discouraged.This education provoked fear. It was repressive not only to political liberty but to creativity too. The 1926 Annual Report of the Department indicated that just as hard work had been found useful in,training mentally defective children, so too the most useful training the African could receive was continued contact with the mate- rial process (Raju, 1973).
b) The education brought with it some cultural genes of its society of origin
At this time, England had three systems of education: public school, secondary and elementary. The public system expressed the outlook and ideal structure of the dominant group. The secondary system came out of the democratic influence while the elementary tradition was more social than educational and arose mainly out of a need to cater for children of the working class in urban areas. This resulted in four systems of education: European, Asian, Arab/Somali and African. These restrictions clearly delineated areas of knowledge for specific racial groups.
c) The class character
The four racial groups were defined along clear social, economic and political strata, with Africans occupying the lowest stratum. As controllers of the means of production, colonialists were at the apex. They were determined to maintain their privilege class status. Education was concerned with reinforcing social status. These characteristics have influenced the school system until today.
francis1897 answered the question on August 22, 2022 at 08:44
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