ABSTRACT
This chapter examines the independence period from 1951 to 1966. It describes educational policies and the physical and institutional literacy spaces that the Norwegian mission ran within the political context. The chapter looks at literacies that were promoted by the Norwegian mission through Sunday, bush and primary schools during the independence period. The expansion of bush schools could meet the interest that people showed in education, and it fitted well with the public educational policy. For the Norwegian mission’s literacy work, the eased regulations and recognition of bush schools, their most important instrument to promote their religious literacies, were important in creating an enabling political context. Financial support was given to develop educational structures and opportunities to promote religious and contextualised literacies through bush schools increased. The Norwegian mission education was contextualised by the use of children’s language rather than the French language.
