Colonial schooling directed elite pilgrims outward while administrative careers confined them to demarcated homelands

Evidence

Like youngsters from Cotonou and Abidjan in Dakar, they were destined to go back, on graduation, to the ‘homes’ colonialism had demarcated for them. To put it another way, if their educational pilgrimages were directed towards Hanoi, their administrative journeys ended in Phnom Penh and Vientiane. — Benedict Anderson, Imagined Communities, 473

Categorization

• DEFINE: This is the ‘educational pilgrimage’ mechanism — the mismatch between outward-directed schooling and inward-directed careers that produces colonial nationalism.
• XREF: Directly feeds the scaffolding for postcolonial readings of how education and bureaucracy construct the bounded colonial self in the Islamophobia corpus. — connects to: Colonial education reproduced the imperial curriculum and deferred indigenization.; Colonial education sought to dominate chiefs morally through elite schooling; External education makes the colonial subject an outsider to both races — Frantz Fanon, Constance Farrington, Black skin, white masks, 232 (+4 more)

Related

• Colonial unity imagined at a shared school evaporates when administrative practice fails to match (similarity 0.80)

Broader Connections

• Colonial education sought to dominate chiefs morally through elite schooling #qualifies (0.78)
• Colonial intellectuals felt dislocated from both family and their own people #expands (0.78)
• External education makes the colonial subject an outsider to both races #expands (0.75) — Frantz Fanon, Constance Farrington, Black skin, white masks, 232
• European colonial careers routinely displaced families across vast distances #contradicts (0.72)