Abstract

Abstract:

This article assesses how Ismaili Muslim leaders in British colonial Tanganyika utilized Guiding and Victorian schooling philosophies in an attempt to negotiate for advancement within the colonial structure. Aga Khan III understood the role that followers were expected to play in the "Great Game" of imperialism and attempted to use cooperation to broker for increased opportunities within the system of subjugation. This article sets out to analyze then how the Aga Khan and his representative leaders in British colonial Tanganyika used youth programs to operate within these liminal spaces, in turn revealing the ongoing negotiations that took place between colonizer and the colonized.

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Additional Information

ISSN
1527-8050
Print ISSN
1045-6007
Pages
pp. 533-557
Launched on MUSE
2019-10-30
Open Access
No
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