| Sumario: | The article examines the degree to which schools in colonial Mozambique shaped the racial and national consciousness of White settler children during 1934-1975. The article stems from a broader study of the role of education in colonial and postcolonial Mozambique in socializing people to maintain, resist, or transform the colonizer-colonized relationship. It is based upon an analysis of archival materials, 15 oral histories conducted with White Mozambicans and 40 oral histories conducted with Mozambicans of color, and those of East Asian descent. The Whites interviewed had chosen to remain in Mozambique after the country's independence from Portugal in 1975. The focus, therefore, is on the evolution of national and racial consciousness among White settlers opting for Mozambican as opposed to Portuguese national identities. Grounded methodology guided the data analysis and the initial theoretical framework, which was subsequently informed by historical-anthropological perspectives that conflate theories of culture, power, and history.
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