Anatomy of a Crisis: Education, Development, and the State by David M. Ayres

By David M. Ayres

This paintings demanding situations the frequent trust that Cambodia's schooling hindrance is a part of the dreadful legacy of the Khmer Rouge holocaust during which millions of scholars, lecturers and intellectuals perished. It attracts on an in depth variety of assets.

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Extra resources for Anatomy of a Crisis: Education, Development, and the State in Cambodia, 1953-1998

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Prior to that, the token educational efforts of the colonial sovereign had catered to Cambodia’s ruling class. Cambodia’s peasants continued to be educated at the wat. In 1918, Sarraut approved an educational blueprint whereby the children in the five countries of Indochina would receive identical schooling. It is worth noting that the proposed system for French children and that for the non-French majority would differ. 47 While critics could not claim that the system, directed from Hanoi, had been designed in Paris and standardized for all colonies, its primary flaw was that it failed to take account of the diversity of Indochina.

While the education system became a key battleground for these two opposing nationalist cultures, it was the nature of the entrenched hierarchical political culture that played a significant role in the manifestation of a Cambodian educational crisis. The Prince, the Organization, and the Ideology The years that followed the achievement of Cambodian independence, not inclusive of the interregnum before the 1955 national elections, are widely regarded as the most politically stable in postindependence Cambodian history.

29 A natural consequence of an education system that trains students to fulfill roles as fonctionnaires is that its graduates will expect to be employed in the area in which they received their training. 30 The first attempts at Cambodianization, embracing UNESCO’s proposals, were pursued within the boundaries of a limited charter. The central concerns of the reforms were the language of instruction, the structure of the primary education course, and school textbooks. The reforms adopted by the ministry included relegating French to the status of a second language in primary education, adjusting the number of teaching hours in the Khmer and French languages, and providing textbooks and teaching materials in Khmer.

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