Roland Ndille
Biographic Data
| ID | 112935 |
|---|---|
| NAME | Roland Ndille |
| GIVEN NAMES | Roland |
| FAMILY NAME | Ndille |
| SIGNATURE | NDILLE R |
| AFFILIATIONS | University of the Witwatersrand |
| ORCID | 0000-0001-7105-8515 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The “Third” Option for an Independent British Southern Cameroon
This article examines the nexus between decolonization and internationalization through the Southern Cameroons independence question. It argues that the territory’s trajectory toward self-determination — culminating in a 1961 UN-organized plebiscite offering only two options and resulting in reunification with La République du Cameroun — reflects a more complex process than conventional narratives acknowledge. Through systematic analysis of UN de…
Cameroon 1884–Present (2018)
Schools with invisible fences in the British Southern Cameroons, 1916–1961
In this paper, I revisit the popular position in British colonial education literature which suggests there is no evidence that Britain had any predetermined wish to dominate, subvert or control the minds of Africans with an official education policy emanating from Whitehall, the seat of the colonial office. I have used archival data and some critical testimonies from Cameroon to show that British colonial education was experienced and understood…
Joshua Dibundu, Lotin Same, and the Native Baptist Church
This article sets out to present Joshua Dibundu and Lotin Same, two clergymen and contemporaries of John Chilembwe of Nyasaland and Simon Kibangu of the Congo, who stood out against European missionary pressure and colonial administrative oppression in an effort to establish and sustain the first African Independent Church (AIC) in Cameroon: the Native Baptist Church (NBC). I argue in this article that unlike the Cameroon kings and chiefs who res…
Learn History, think unity
Since independence, one of the greatest worries of African states has been how to maintain national cohesion amongst the multiplicity of ethnic groups which characterize them. My aim in this paper is to show that, other factors notwithstanding, national integration had been a major educational ideology in Cameroon and that it contributed to the peace and stability that the country was known for, amidst a turbulent central African region until the…
Colonial Heritages, Educational Incompartibilities and the Challenges for a Reunified Cameroon
The reunification of British Southern Cameroons and La Republique du Cameroun 1961 required the adoption of new national policies which were to guarantee that none of the colonial identities were jeopardized. In doing this, the Federal Republic adopted harmonization as a policy framework for the establishment of a new national educational system that was to unequivocally represent both colonial heritages without feelings of marginalization by any…
Black men, English suits and a Corner Office
Within the perspective of postcolonial state building in Africa and the quests to Africanize/indigenize, the study hinges on the education and manpower nexus to examine the state of preparedness of the Trust Territory of the Cameroons in the days leading to independence to establish an Indigenous civil service as the British and Nigerian colonial authorities were leaving the territory. It ascertains the nature and level of training as well as the…
The “Cameroonization” of Education
Schools with invisible fences in the British Southern Cameroons, 1916–1961
In this paper, I revisit the popular position in British colonial education literature which suggests there is no evidence that Britain had any predetermined wish to dominate, subvert or control the minds of Africans with an official education policy emanating from Whitehall, the seat of the colonial office. I have used archival data and some critical testimonies from Cameroon to show that British colonial education was experienced and understood…
Learn History, think unity
Since independence, one of the greatest worries of African states has been how to maintain national cohesion amongst the multiplicity of ethnic groups which characterize them. My aim in this paper is to show that, other factors notwithstanding, national integration had been a major educational ideology in Cameroon and that it contributed to the peace and stability that the country was known for, amidst a turbulent central African region until the…
The “Cameroonization” of Education
Black men, English suits and a Corner Office
Within the perspective of postcolonial state building in Africa and the quests to Africanize/indigenize, the study hinges on the education and manpower nexus to examine the state of preparedness of the Trust Territory of the Cameroons in the days leading to independence to establish an Indigenous civil service as the British and Nigerian colonial authorities were leaving the territory. It ascertains the nature and level of training as well as the…
Joshua Dibundu, Lotin Same, and the Native Baptist Church
This article sets out to present Joshua Dibundu and Lotin Same, two clergymen and contemporaries of John Chilembwe of Nyasaland and Simon Kibangu of the Congo, who stood out against European missionary pressure and colonial administrative oppression in an effort to establish and sustain the first African Independent Church (AIC) in Cameroon: the Native Baptist Church (NBC). I argue in this article that unlike the Cameroon kings and chiefs who res…
Learn History, think unity
Since independence, one of the greatest worries of African states has been how to maintain national cohesion amongst the multiplicity of ethnic groups which characterize them. My aim in this paper is to show that, other factors notwithstanding, national integration had been a major educational ideology in Cameroon and that it contributed to the peace and stability that the country was known for, amidst a turbulent central African region until the…
Colonial Heritages, Educational Incompartibilities and the Challenges for a Reunified Cameroon
The reunification of British Southern Cameroons and La Republique du Cameroun 1961 required the adoption of new national policies which were to guarantee that none of the colonial identities were jeopardized. In doing this, the Federal Republic adopted harmonization as a policy framework for the establishment of a new national educational system that was to unequivocally represent both colonial heritages without feelings of marginalization by any…
Cameroon 1884–Present (2018)
Schools with invisible fences in the British Southern Cameroons, 1916–1961
In this paper, I revisit the popular position in British colonial education literature which suggests there is no evidence that Britain had any predetermined wish to dominate, subvert or control the minds of Africans with an official education policy emanating from Whitehall, the seat of the colonial office. I have used archival data and some critical testimonies from Cameroon to show that British colonial education was experienced and understood…
The “Third” Option for an Independent British Southern Cameroon
This article examines the nexus between decolonization and internationalization through the Southern Cameroons independence question. It argues that the territory’s trajectory toward self-determination — culminating in a 1961 UN-organized plebiscite offering only two options and resulting in reunification with La République du Cameroun — reflects a more complex process than conventional narratives acknowledge. Through systematic analysis of UN de…
African history and culture studies (6 works) · Colonialism (5 works) · Law (5 works) · Political science (5 works) · History (4 works) · Law (4 works) · African cultural and philosophical studies (3 works) · History (3 works) · Politics (3 works) · Ancient history (2 works)