We Come As Members of the Superior Race : Distortions and Education Policy Discourse in Sub-Saharan Africa

Westerners have long represented Africans as “backwards,” “primitive,” and “unintelligent,” distortions which have opened the door for American philanthropies to push their own education agendas in Africa. __We Come as Members of the Superior Race__ discusses the origin and history of these dangerous stereotypes and western “infantilization” of African societies, exploring how their legacy continues to inform contemporary educational and development discourses. By viewing African societies as subordinated in a global geopolitical order, these problematic stereotypes continue to influence education policy and research in Sub-Sahara Africa today. Contents Acknowledgements Introduction “Dirty Gossip,” Transnational Policy Borrowing and Lending, and Education Part I. Western Distortions and Stereotypes about Sub-Saharan Africa Chapter 1. Theorization and “Africa” in European-American Imaginations Chapter 2. “Dirty Gossip” and a Different “Africa” in the Global Geopolitical Order Chapter 3. Architects of European “Dirty Gossip” about Africa Part II. Effects of Distortions on Education and Development Discourse in Sub-Saharan Africa Chapter 4. Education and Social Stratification in Sub-Saharan Africa Chapter 5. US Philanthropy and Industrial Education for Black Africans Chapter 6. Philanthropy, Education, and Race Relations in Sub-Saharan Africa Chapter 7. A Generation of Slackers and Lazy People Demanding Handouts? Chapter 8. The Political Economy of Affirmative Action Initiatives in Sub-Saharan Africa Chapter 9. “Dirty Gossip” and Education Policy Discourse in Sub-Saharan Africa Conclusion References Index "Westerners have long represented Africans as "backwards," "primitive," and "unintelligent," distortions which have opened the door for American philanthropies to push their own education agendas in Africa. We Come as Members of a Superior Race discusses the origin and history of these dangerous stereotypes and western "infantilization" of African societies, exploring how their legacy continues to inform contemporary educational and development discourses. By viewing African societies as subordinated in a global geopolitical order, these problematic stereotypes continue to influence education policy and research in Sub-Sahara Africa today"-- Provided by publisher Europeans and Americans have long represented Africans as "backwards," "primitive," and "unintelligent," distortions which have opened the door for American philanthropies to push their own education agendas in Africa. We Come as Members of a Superior Race discusses the origin and history of these dangerous stereotypes and western "infantilization" of African societies, exploring how their legacy continues to inform contemporary educational and development discourses. By viewing African societies as subordinated in a global geopolitical order, these problematic stereotypes continue to influence education policy and research in Sub-Sahara Africa today Discusses the stereotype of Africans as “primitive” and “unintelligent,” exploring how this legacy has enforced contemporary educational and development discourses which view African societies as subordinated in a global geopolitical order, and how it continues to influence education policy in Sub-Sahara Africa today.