’n Gevallestudie van die bydrae van sendingonderwys tot die ontwikkeling van Afrika - omgekeerde spieëlbeeld van die stereotipiese uitbeelding in die literatuureerde spieëlbeeld van die stereotipiese uitbeelding in die literatuur

Abstract

A case-study of the contribution of missionary education to the development of Africa - an inverse mirror-image of the stereo-typical depiction in the literature Scholarly literature, in general, depicts a predominantly negative image of missionary education in Africa. After a research visit to a missionary education complex in Zambia, it is the contention of the authors that at least judged from this case-study - this is a distorted and unfairly negative depiction. This article reports on the case study. The case study involved a study of the scholarly literature of missionary education, which was then contrasted with evidence gained from observations at the mission station of the case study and interviews with officials, lecturers, teachers and students at the mission station and leaders in the community in which the mission station is located. The study concludes that a defensible case could be made that education with a strong life- and worldview superstructure is a precondition for the modernisation and development of Africa and that missionary education - at least as done by the missionary organisation of this case-study - is ideally suited for providing such education.