, British Colonial Education', 6; Kallaway, p.341
, Academic' education, which had prevailed in British colonial India, came to be seen as a root cause of political agitation and was thus discarded by many colonial officials in Africa. See Hetherington, British Paternalism, pp.117-126
, Education in British Colonial Dependencies', 75; Kallaway, p.346
, Bronislaw Malinowski, 'Native Education and Culture Contact, The role and responsibilities of colonial rulers in Africa were discussed by critics, historians and anthropologists such as William M. Macmillan, The Cape Colour Question: A Historical Survey, vol.25, pp.480-515, 1927.
, , p.133
, Province Education Officers Handbook, CIVSEC1/17/1/1, Appendix II
, 581 girls, an increase rate of more than 300% in ten years. See Sudan Government, Annual Report of the Education Department (Khartoum: McCorquodale, 1946), 28; Beshir, Educational Development, 208. 67 'Community' schools were established in the North by and for ethnic or religious minorities such as Copts, Greeks and Armenians, 22,015 boys and 7747 girls attended government elementary schools in the Northern Sudan, whereas in 1956 there were 76,996 boys and 26, 1946.
, Um Gerr, a small agricultural settlement south of Ed Dueim, and were then extended to the Gezira area. Men were taught crafts and civics, while women were instructed in needle-work, cooking, washing, and child welfare, Griffiths to C.W.M. Cox re Development of the Literacy Programme and Progress at Um Gerr, 1947.
, SAD 671/2/29-31. cooking instructions), scientific articles, and stories from the Qur'an, Wad Medani on Gezira Adult Education, 1949.
, All the following examples are taken from issue no, 1947.
, ?iby?n, the single pre-1956 issue whose whole content I had access to
, For the first Press Ordinance issued by the Sudan Government (1930), see Ibid., 125-8. The weekly Al-S?d?n published in Cairo by a Sudanese merchant was prohibited in the Sudan from December 1944 until June 1945 because of its allegedly proEgyptian stance, vol.27, p.31, 1985.
, youth magazines were also launched in the Beja area (Eastern Sudan) and in the Southern Sudan. See Afia, a Newssheet Issued by the Education Committee, vol.534, pp.1946-1952, 1951.
, Literacy Experiment, p.13
, For numbers showing the rapid increase in the circulation and consumption of newspapers and magazines in Britain in the years 1937-1952, see the conclusion of Richard Hoggart's classic book The Uses of Literacy: Aspects of Working Class Life, vol.140, 1957.
, Sudan's Publications Bureau, p.9
, s famous work on the development of nationalism as resulting from the formation of 'imagined communities' through shared media written in vernacular languages. See Benedict Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism, rev, p.695, 1991.
, ?iby?n entertained a much wider community of literates than any other contemporary Sudanese publication for three reasons: its higher and more widespread circulation, its accessible level of Arabic
, , p.19, 1947.
, SAD 534/16/1. Non Arabic-speaking inhabitants of Darfur included the F?r, the Mas?l?t, and the Zagh?wa, 1951.
,
, , 1933.
, As Griffiths recalled in a book published three years before Sudanese independence: 'We [educationalists] began the appeal to patriotic motives before the Government had accepted the dominant position of the educated or the idea of "selfgovernment in our time"'. 110 For the most part of the Condominium education had been used to maintain the colonial regime; it came to fulfil the opposite aim under the impulse of educationalists such as Griffiths, Hodgkin, and ?Abd al-Ra?man ?Al? ?aha, whose experimental work, though solidly rooted in colonial thought and practice, projected the Sudan into post-imperial politics. By the time of independence (1956), the combined action of schools and literacy campaigns had elevated the literacy rate of the Sudanese population up to 13,5% (23% men and 4% women). 111 The regional distribution of literacy skills, however, was extremely uneven. Indeed, the inhabitants of Khartoum Province enjoyed many more educational opportunities than the rest of Sudanese society: in 1956, 23,6% of the province's adult population had attended at least an elementary school, as compared with 7,2% in Northern, 5,6% in Blue Nile, 4% in Kassala 2,3% in Kordofan, and 1,2% in Darfur for the Northern Sudan, and 4,5% in Equatoria, 1,9% in Bahr al-Ghazal and 1,1% in Upper Nile Province for the Southern Sudan. 112 Although government efforts to spread literacy intensified in the postindependence era, bringing the Sudanese literacy rate up to 61, vol.1, 1951.
, , p.114
, Educational Development, 212; in 1939, GMC graduates put the Sudanese literacy rate at no more than 1%, a number that may be exaggeratedly low. See 'Graduates Congress' in Ibid, p.237
, Conflict, Education and New Awareness in the Southern Sudan (1898-1956)', in Conflict and Harmony in Education in Tropical Africa, p.112, 1955.
, On literacy policies in the postcolonial era see Wiz?rat al-Ma??rif, al-Khar??m, Mulakhkha? nash?? ma?? al-?ummiyya wa-ta?l?m al-kib?r bi-l-S?d?n, 1959.
, Getting Good Reading Out to the People in the North Sudan, Toward World Literacy: The Each One Teach One Way, pp.142-149, 1961.
, Illiteracy: At This Rate?', Sudanow, pp.9-13, 1981.