Jump to ContentJump to Main Navigation
Exporting empireAfrica, colonial officials and the construction of the British imperial state, c.1900−39$
Users without a subscription are not able to see the full content.

Christopher Prior

Print publication date: 2013

Print ISBN-13: 9780719083686

Published to Manchester Scholarship Online: May 2013

DOI: 10.7228/manchester/9780719083686.001.0001

Show Summary Details
Page of

PRINTED FROM MANCHESTER SCHOLARSHIP ONLINE (www.manchester.universitypressscholarship.com). (c) Copyright Manchester University Press, 2017. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in MSO for personal use (for details see http://www.manchester.universitypressscholarship.com/page/privacy-policy).date: 26 May 2018

Implementing colonial change: economics, infrastructure and education

Implementing colonial change: economics, infrastructure and education

Chapter:
(p.123) Chapter Five Implementing colonial change: economics, infrastructure and education
Source:
Exporting empire
Author(s):

Christopher Prior

Publisher:
Manchester University Press
DOI:10.7228/manchester/9780719083686.003.0005

This chapter argues that, contrary to which some historians have argued, opposition to change was not an inherent feature of the colonial state. Indeed, officials wanted to alter a good deal about Africa. Officials' attitudes to change were governed by a number of factors in addition to a simple analysis as to what they felt would be of benefit to Africans. In their endorsement or rejection of certain ideas and policies, officials were influenced by calculations as to the likely impact of these ideas and policies on their ability to improve their own lot. Furthermore, responses to change were also a contingent outcome of certain struggles for power and autonomy within the ranks. Officials' faith in their own capacity for supervising and managing their localities meant they felt that if they were able to prevent the incursions of others into their district, they could work as the arbiters of stable development. Consequently, officials were not haunted by an inherent sense of conflict between stasis and change.

Keywords:   Postcolonialism, Infrastructural development, Education, Autonomy

Manchester Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us.