Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 532802
Title Gender, ethnicity, and unequal opportunity in colonial Uganda: European influences, African realities, and the pitfalls of parish register data
Author(s) Haas, M.A. de; Frankema, E.H.P.
Source Economic History Review (2018). - ISSN 0013-0117 - 30 p.
DOI http://dx.doi.org/10.1111/ehr.12618
Department(s) Rural and Environmental History
WASS
Publication type Refereed Article in a scientific journal
Publication year 2018
Abstract The renaissance of African economic history in the past decade has opened up new research avenues for studying the long‐term social and economic development of Africa. A sensitive treatment of African realities in the evaluation of European colonial legacies and a critical stance towards the use of new sources and approaches is crucial. In this article, we engage with a recent article by Meier zu Selhausen and Weisdorf to show how selection biases in, and Eurocentric interpretations of, parish registers have provoked an overly optimistic account of European influences on the educational and occupational opportunities of African men and women. We confront their dataset, drawn from the marriage registers of the Anglican Cathedral in Kampala, with Uganda's 1991 census, and show that trends in the literacy and numeracy of men and women born in Kampala lagged half a century behind those who wedded in Namirembe Cathedral. We run a regression analysis showing that access to schooling during the colonial era was unequal along lines of gender and ethnicity. We foreground the role of Africans in the spread of education, and we argue that European influences were not just diffusive but also divisive, and that gender inequality was reconfigured rather than eliminated under colonial rule.
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