Throughout the twentieth century, colonies emerged from the so-called tutelage of European imperial powers to represent themselves as sovereign states. One consequence of this change was an expansion in overseas diplomatic training, aimed at inducting into international life the hundreds of diplomats required to staff new foreign services. This paper interrogates the pedagogical and (geo)political practice of tutelage—where guardianship and instruction are held in tension—in order to shine a critical spotlight on programs training African diplomats, hosted in Britain, France, and Switzerland, and later in Cameroon and Kenya. In exploring practices of tutelage both within the classroom and at the international scale, we bring to the fore hitherto overlooked relational and temporal dimensions of tutelage that provide new insights into enduring paternalistic power relations as well as possibilities for agency and resistance. We trace the legacies of colonialism within these training programs but are also attentive to the ways trainers problematized the generalizability of their knowledge and pedagogy, and how African diplomats-in-training resisted relations of tutelage. In dialogue with scholarship on socialization and international education, we develop an enhanced conceptualization of tutelage that provides analytical purchase on inter-scalar relationships in world politics during and beyond formal decolonization.

中文翻译：

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追溯外交指导：（后）殖民教育学和非洲外交官的培训


在整个 20 世纪，殖民地从所谓的欧洲帝国主义列强的监护中出现，以主权国家的身份出现。这一变化的一个后果是扩大了海外外交培训，旨在将数百名外交官引入国际生活，以配备新的外交部门。本文质疑了监护的教学和（地缘）政治实践——监护和指导处于紧张状态——以便将重点放在在英国、法国和瑞士以及后来在喀麦隆和肯尼亚举办的非洲外交官培训项目上。在探索课堂内和国际范围内的监护实践时，我们突出了迄今为止被忽视的监护关系和时间维度，为持久的家长式权力关系以及代理和抵抗的可能性提供了新的见解。我们在这些培训计划中追溯了殖民主义的遗留问题，但也关注了培训师如何质疑他们的知识和教学法的普遍性，以及受训的非洲外交官如何抵制监护关系。在与社会化和国际教育学术对话时，我们开发了一种增强的监护概念化，为正式非殖民化期间和之后的世界政治中的尺度间关系提供了分析购买。