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1 We would like to thank the German Research Community (Deutsche Forschungsgemeinschaft, DFG) for financially supporting both the conference held in Berlin in 2015 and the publication of this volume.
2 Julius K. Nyerere, Education for Self-Reliance (Dar es Salaam: Printed by the governement printer, 1967), 26.
3 Simón Rodríguez, Sociedades americanas en 1828 (Caracas: Biblioteca Ayacucho, 1990), 88.
4 Christopher J. Lee, “Anti-Colonialism: Origins, Practices, and Historical Legacies,” in The Oxford Handbook of the Ends of Empire, ed. Martin Thomas and Andrew S. Thompson (London: Oxford University Press, 2018).
5 Corinna Unger, International Development. A Post-War History (London: Bloomsbury, 2018).
6 The high value attached to educational questions in the context of decolonization can be studied for instance with a view to the engagement of international organizations like UNESCO and ILO, UNIDO in the field. Unger, International Development. A Post-War History; Richard Jolly et al., UN Contributions to Development Thinking and Practice (Indiana 2004). Valeska Huber, “Planning Education and Manpower in the Middle East, 1950s and 1960s,” Journal of Contemporary History 52, no. 1 (2017).; Martin Breuer, “Exploring the technical assistance activities of the International Labor Organization in the field of indigenous peoples: Development and Human Rights in the Andean Indian Program (1954–1968),” Forum for Inter-American Research (2018).
7 Vijay Prashad, The Darker Nations: A People’s History of the Third World, A New Press People’s history (New York: New Press: Distributed by W.W. Norton, 2007).
8 See the arguments advanced in: Sarah Van Ruyskensvelde, Karen Hulstaert, and Marc Depaepe, “The cult of order: in search of underlying patterns of the colonial and neo-colonial ‘grammar of educationalisation’ in the Belgian Congo. Exported school rituals and routines?,” Paedagogica Historica 53, no. 1–2 (2016).
9 Kate Skinner, “ ‘It Brought Some Kind of Neatness to Mankind’: Mass Literacy, Community Development and Democracy in 1950s Asante,” Africa: Journal of the International African Institute 79, no. 4 (2009); Jeff Unsicker, “Tanzania’s Literacy Campaign in Historical-Structural Perspective,” in National Literacy Campaigns. Historical and Comparative Perspectives, ed. Robert F. Arnove and Harvey J. Graff (New York, London: Plenum Press, 1987); Dianne White Oyler, “A Cultural Revolution in Africa: Litaracy in the Republic of Guinea Since Independence,” The International Journal of African History 34, no. 3 (2001). For a different approach, stressing continuities with late colonial times see Iris Seri-Hersch, “Towards social progress and post-imperial modernity? Colonial politics of literacy in the Anglo-Egyptian Sudan, 1946–1956,” History of Education 40, no. 3 (2011).
10 Iris Seri-Hersch, “Did Friends and Enemies Change upon Decolonization? A
