To Wield Education: An Analysis of the Liberation Front of Mozambique's Interpretation of Education (1962-1980's)

Abstract

This thesis examines how the Liberation Front of Mozambique (Frelimo), the ruling party of independent Mozambique, perceived education as a political tool used to challenge colonial myths and bolster support for the party. During the Liberation War (1964-1974) Frelimo created educational programs for African youth; these programs were the inspiration for the post- independence educational school system, utilized to promote a shared sense of national identity tied to the party. Frelimo understood education as a tool to promote and police identities, frequently encouraging youth and adults alike to prioritize education within their daily lives. Through a national education system, Frelimo aimed to maintain and strengthen the leadership they achieved upon independence. Education is often associated with building and supporting national identities; however, historians have often analyzed the political use of education through the examination of educational policies. This thesis offers an alternative lens, focusing on Frelimo’s discourse towards education, centering on how Frelimo situated education within their wider political agenda. Simultaneously, addressing how Frelimo intended for people to engage with education to inform their identity and relationship with the state. By taking a political and cultural historical approach, this thesis sets out to identify how Frelimo approached education as a tool to strengthen their political leadership and used exclusionary processes that enforce a singular perspective of citizenship.