Els orígens de l’educació formal i la desigualtat de gènere a Zàmbia, 1924- 1990
DOI:
https://doi.org/10.1344/rhiihr.44573Paraules clau:
Zàmbia colonial, missioners cristians, desigualtat de gènere, desigualtat regional, educacióResum
Aquest article examina els orígens de l’educació formal a la Zàmbia colonial i les seves conseqüències a llarg termini per al nivell educatiu i la desigualtat de gènere. Analitzem els efectes a llarg termini de l’educació missionera combinant noves dades de panel referides a la ubicació de les missions i la matriculació en escoles missioneres per gènere i societat missionera de 1924 a 1953 amb dades contemporànies del cens zambià de 1990. Els nostres resultats són triples. En primer lloc, documentem que, malgrat la considerable expansió de l’escolarització a partir de mitjan dècada de 1930, la matriculació general seguia sent baixa i desigual entre sexes a finals del període colonial. Si bé les missions protestants van proporcionar un accés més igualitari per als dos sexes que les escoles catòliques, això no va ser suficient per eliminar la desigualtat general de gènere a l’educació a finals del període colonial. En segon lloc, observem que la presència històrica dels missioners està associada a un nivell educatiu més alt després de la independència. Documentem que l’impacte d’una densitat missionera primerenca en els resultats educatius va ser menor a les primeres cohorts en comparació amb uns efectes més substancials d’una densitat missionera tardana a les cohorts posteriors, sense diferències significatives entre l’activitat missionera protestant i la catòlica. En tercer lloc, observem que la diferència en anys d’educació entre homes i dones s’ha reduït després de la independència, sobretot a les zones on històricament hi ha hagut una major activitat missionera.
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