Papers by Shamsuddeen Bawale
African Journal of History and Archaeology, Sep 20, 2023
Prospects has been established to examine the inception, growth, nature, essence extent and impac... more Prospects has been established to examine the inception, growth, nature, essence extent and impact of its acquisition on human existence and society of the areas under review, as well as the positive and negative development associated with it aimed at highlighting some of the major obstacles confronting our subject matter of study for an outstanding solution to the problems. This signifies that it is an intellectual attempt to portray what the concept of Female Education means from gender point of view. In the course of conducting the study both interviews, published and unpublished source were interacted with. In addition to the above, both quantitative and qualitative techniques for presentation and analysis were adopted and applied into use. In the first instance, the study argues that there was neither evidence of the emergence of female scholars nor schools established for female education in the Northern Emirates, regardless of the studied areas until after the 1804 Sokoto Jihad (Islamic Revolutionary Movement), which brought about the formation of Yantaru Institute for Female Religious Education in the Sokoto Caliphate founded by Nana Asma'u Bin-Fodio's biological daughter. The study also stresses that by 1903, this brand of education was not the priority of the British Colonial Administration but Political Power consolidation for the satisfaction of their multiple interests, purely for political, economic and social advancement of the metropolitan Europe, a full scale project inwardly executed under the pretext of exploitation of human and material resources of the colonized nations. The study observes that by 1930's this brand of education started gathering momentum in our studied states and the North at large. It is against this backdrop, the idea of forming collaborative partnership between the Colonial Authority and the Missionaries evolved which eventually culminated in the
This study entitled "Modern Historical Scholarship in Nigeria, Digital Age, Challenges and the Qu... more This study entitled "Modern Historical Scholarship in Nigeria, Digital Age, Challenges and the Quest for Prospects" has been carried out to examine the role, relevance and impact of Digital Age on contemporary Historical Scholarship with a special reference to Historiographical Methods of Research, Historical Teaching and Learning aspects. The whole scholarly effort herein purely centres on an attempt to explore the nature, essence and extent of favoritism of Modern Educational gadgets/technologies to the academic life of the generality of historical studies, scholars and students. In the course of conducting the study, a very good number of relevant sources were used for data collection, presentation and analysis, aimed at producing a balanced study. The interest of the subject matter is to highlight the significant role of educational technologies in the digitization and revolutionazation of Historical Scholarship as well as its tremendous contributions in generating a chain of new trends in Historical Research, and reawakening of intellectualism. The study argues that it is consequent upon the advent of Modern Educational Technologies and their application that brought about an increasing rate in the emergence, rise and influence of the class of intelligentsia, students and scholars of high philosophical minded idealism. The study further found that technological advancement under review also led to the formation of several schools of Historical thought, rebirth of the generation of Modern Historical Philosophers consequent upon the development of divergent views. Furthermore, the ideological concepts of Post Modernism, Formalism and Structuralism
This study titled "An Appraisal of Colonial Policies and Girl Child Education in Katsina Emirate ... more This study titled "An Appraisal of Colonial Policies and Girl Child Education in Katsina Emirate under British Administration; 1948-1960 A.D." has been initiated purely to examine and assess for a proper historical reconstruction of the major developments associated with the subject matter mentioned above. The concept of Educational Policy means Government"s way of realization that part of the National goals can be achieved by using education as a tool. No educational Policy could be formulated without first identifying the overall philosophy and goals of the Authority concerned. In the course of conducting the study many published and unpublished works were interacted with for accurate data collection. The study found that the policies were only longer in words but shorter in action; the motives behind their implementation were partially achieved, because throughout the colonial period there was neither a concrete evidence of the acceptance of Christianity among Katsina Schools" Girls, nor single Mission school established and dedicated in the Emirate. Both the implemented policies and Girl-Child Education have generated a change in outlook with regards to the socio-cultural, religious and economic life of the first generation of educated Girls. The policies were also found somehow irrelevant and inappropriate to teaching learning processes. By 1903, Girl-Child Education was not the priority of the British colonial Authority and was as a result largely funded by Katsina Native Authority Treasury Department. This brand of Education began to gather momentum in the late 1940"s and early part of the 1950"s for example, Provincial Girls" School, Katsina was established in 1954. The study justifies that the first generation of expatriate teachers were found ignorant of their learners socio political, economic, religious, geographical and cultural background and thereby retarding the Educational Department of Girl-Child in the Emirate. Beyond 1958, there was no any Colonial Educational Policy implemented rather than the Structural Adjustment Exercise carried out. This studied subject matter has confronted many challenges among which include; Socio-Cultural and religious factors i.e Muslims" strong opposition against the plans for its introduction, concubine, early marriage, institutional fragmentation and failure of some parents and Colonial Administration to rise to the responsibility. Post-colonial Educational Policies and Girl-Child Education after Nation"s Political Independence also got a boost as a result of the intervention of some International Agencies; such as Human Resource Development (HRD), and United Kingdom, Department for International Development (UK, DFID) and others to offer moral and financial supports.
This study titled "An Appraisal of Colonial Policies and Girl Child Education in Katsina Emirate ... more This study titled "An Appraisal of Colonial Policies and Girl Child Education in Katsina Emirate under British Administration; 1948-1960 A.D." has been initiated purely to examine and assess for a proper historical reconstruction of the major developments associated with the subject matter mentioned above. The concept of Educational Policy means Government"s way of realization that part of the National goals can be achieved by using education as a tool. No educational Policy could be formulated without first identifying the overall philosophy and goals of the Authority concerned. In the course of conducting the study many published and unpublished works were interacted with for accurate data collection. The study found that the policies were only longer in words but shorter in action; the motives behind their implementation were partially achieved, because throughout the colonial period there was neither a concrete evidence of the acceptance of Christianity among Katsina Schools" Girls, nor single Mission school established and dedicated in the Emirate. Both the implemented policies and Girl-Child Education have generated a change in outlook with regards to the socio-cultural, religious and economic life of the first generation of educated Girls. The policies were also found somehow irrelevant and inappropriate to teaching learning processes. By 1903, Girl-Child Education was not the priority of the British colonial Authority and was as a result largely funded by Katsina Native Authority Treasury Department. This brand of Education began to gather momentum in the late 1940"s and early part of the 1950"s for example, Provincial Girls" School, Katsina was established in 1954. The study justifies that the first generation of expatriate teachers were found ignorant of their learners socio political, economic, religious, geographical and cultural background and thereby retarding the Educational Department of Girl-Child in the Emirate. Beyond 1958, there was no any Colonial Educational Policy implemented rather than the Structural Adjustment Exercise carried out. This studied subject matter has confronted many challenges among which include; Socio-Cultural and religious factors i.e Muslims" strong opposition against the plans for its introduction, concubine, early marriage, institutional fragmentation and failure of some parents and Colonial Administration to rise to the responsibility. Post-colonial Educational Policies and Girl-Child Education after Nation"s Political Independence also got a boost as a result of the intervention of some International Agencies; such as Human Resource Development (HRD), and United Kingdom, Department for International Development (UK, DFID) and others to offer moral and financial supports.
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Papers by Shamsuddeen Bawale