Title
Learning leadership? Elite Ugandan students and late colonial politics
DOI
10.1017/S0001972018000943
Abstract
In Uganda, teaching and learning were important metaphors for colonial rule, suggesting a benign protectorate under Britain's guidance. Ugandans, though, repurposed images of teaching, studying and educational sponsorship. Drawing on indigenous ideas about effective education as a sort of experiential education in leadership, they perceived student activism as a resource for a new political and social system. Articulate Ugandans sought elite British education as a weapon. Others emphasized the harsh competitiveness of Uganda's elite schools as the basis for new class solidarities. And educated men saw their ownership of schools as a foundation on which to build political followings as they worked to guide the country. Student activism in Uganda emphasized educated Ugandans’ individual and collective practice in power and leadership.
Document Type
Article
Publication Date
1-2019
Publisher Statement
Copyright © Copyright © International African Institute 2019
Recommended Citation
Summers, Carol. 2019. “Learning Leadership? Elite Ugandan Students and Late Colonial Politics.” Africa 89 (S1). Cambridge University Press: S127–S143. DOI: https://doi.org/10.1017/S0001972018000943.