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Author: Linda Gardelle Publisher: Routledge ISBN: 100028154X Category : Education Languages : en Pages : 220
Book Description
Schools and National Identities in French-speaking Africa showcases cutting-edge research to provide a renewed understanding of the role of schools in producing and reproducing national identities. Using individual case studies and comparative frameworks, it presents diverse empirical and theoretical insights from and about a range of African countries. The volume demonstrates in particular the usefulness of the curriculum as a lens through which to analyse the production and negotiation of national identities in different settings. Chapters discuss the tensions between decolonisation as a moment in time and decolonisation as a lengthy and messy process, the interplay between the local, national and international priorities of different actors, and the nuanced role of historiography and language in nation-building. At its heart is the need to critically investigate the concept of "the nation" as a political project, how discourses and feelings of belonging are constructed at school, and what it means for schools to be simultaneously places of learning, tools of socialisation and political battlegrounds. By presenting new research on textbooks, practitioners and policy in ten different African countries, this volume provides insights into the diversity of issues and dynamics surrounding the question of schools and national identities. It will be of particular interest to scholars, researchers and postgraduate students of comparative and international education, sociology, history, sociolinguistics and African studies.
Author: Linda Gardelle Publisher: Routledge ISBN: 100028154X Category : Education Languages : en Pages : 220
Book Description
Schools and National Identities in French-speaking Africa showcases cutting-edge research to provide a renewed understanding of the role of schools in producing and reproducing national identities. Using individual case studies and comparative frameworks, it presents diverse empirical and theoretical insights from and about a range of African countries. The volume demonstrates in particular the usefulness of the curriculum as a lens through which to analyse the production and negotiation of national identities in different settings. Chapters discuss the tensions between decolonisation as a moment in time and decolonisation as a lengthy and messy process, the interplay between the local, national and international priorities of different actors, and the nuanced role of historiography and language in nation-building. At its heart is the need to critically investigate the concept of "the nation" as a political project, how discourses and feelings of belonging are constructed at school, and what it means for schools to be simultaneously places of learning, tools of socialisation and political battlegrounds. By presenting new research on textbooks, practitioners and policy in ten different African countries, this volume provides insights into the diversity of issues and dynamics surrounding the question of schools and national identities. It will be of particular interest to scholars, researchers and postgraduate students of comparative and international education, sociology, history, sociolinguistics and African studies.
Author: Linda Gardelle Publisher: ISBN: 9780367256623 Category : Africa Languages : en Pages : 220
Book Description
Schools and National Identities in French-speaking Africa showcases cutting-edge research to provide a renewed understanding of the role of schools in producing and reproducing national identities. Using individual case studies and comparative frameworks, it presents diverse empirical and theoretical insights from and about a range of African countries. The volume demonstrates in particular the usefulness of the curriculum as a lens through which to analyse the production and negotiation of national identities in different settings. Chapters discuss the tensions between decolonisation as a moment in time and decolonisation as a lengthy and messy process, the interplay between the local, national and international priorities of different actors, and the nuanced role of historiography and language in nation-building. At its heart is the need to critically investigate the concept of "the nation" as a political project, how discourses and feelings of belonging are constructed at school, and what it means for schools to be simultaneously places of learning, tools of socialisation and political battlegrounds. By presenting new research on textbooks, practitioners and policy in ten different African countries, this volume provides insights into the diversity of issues and dynamics surrounding the question of schools and national identities. It will be of particular interest to scholars, researchers and postgraduate students of comparative and international education, sociology, history, sociolinguistics and African studies.
Author: Pauline Ngongang Publisher: GRIN Verlag ISBN: 3346561607 Category : History Languages : en Pages : 112
Book Description
Master's Thesis from the year 2018 in the subject African Studies - Culture and Applied Geography, grade: B+, , course: Peace,Conflict and International relations, language: English, abstract: The main objective of this work is to investigate how national identity in Cameroon can be constructed around education and language. The specific objectives are the following: To investigate how the education system in Cameroon promotes/ support national identity and nation building, to examine how language can support nation building in Cameroon, to investigate the challenges of nation building in Cameroon. Since November 2016, Cameroon has witnessed violent conflicts due mainly to its colonially brewed linguistic cum cultural divide. What is now referred to as the ‘Anglophone Crises’ has manifested seriously in the struggle by the English-speaking minority to preserve its language, education and judiciary systems, against perceived threats of assimilation by the majority French-speaking population who tend to dominate the central government, given that they are in majority. Therefore, this work set out to show that the absence of national identities, especially in the languages and education systems adopted by Cameroonians, poses serious challenges to achieving durable peace and sustainable nation-building. A qualitative content analysis was used for the study. Content in the social studies where materials read and collected from both primary and secondary sources to determine patterns and generate themes. The study was analyzed descriptively and presented in graphs, tables, and charts, while critically the study found that although common understanding is growing across the English-speaking and French-speaking Cameroonian population, the State has done far too little to create, popularize, and mainstream concrete tokens of national identity, such that over time the evolved ‘Cameroonian’ identity progressively displaces the alien and divisive “Francophone and Anglophone” identities. Accordingly, a multi-stakeholder, all-inclusive and continuing national dialogue process should be institutionalized to construct national identities to serve pivots upon which national policies on communication, education, and adjudication are anchored. Achieving the above outcomes, however, calls for political will, sincerity of purpose, and sound diversity management and peacebuilding policy implementation capacities.
Author: Linda Gardelle Publisher: Routledge ISBN: 1000281663 Category : Education Languages : en Pages : 190
Book Description
Schools and National Identities in French-speaking Africa showcases cutting-edge research to provide a renewed understanding of the role of schools in producing and reproducing national identities. Using individual case studies and comparative frameworks, it presents diverse empirical and theoretical insights from and about a range of African countries. The volume demonstrates in particular the usefulness of the curriculum as a lens through which to analyse the production and negotiation of national identities in different settings. Chapters discuss the tensions between decolonisation as a moment in time and decolonisation as a lengthy and messy process, the interplay between the local, national and international priorities of different actors, and the nuanced role of historiography and language in nation-building. At its heart is the need to critically investigate the concept of "the nation" as a political project, how discourses and feelings of belonging are constructed at school, and what it means for schools to be simultaneously places of learning, tools of socialisation and political battlegrounds. By presenting new research on textbooks, practitioners and policy in ten different African countries, this volume provides insights into the diversity of issues and dynamics surrounding the question of schools and national identities. It will be of particular interest to scholars, researchers and postgraduate students of comparative and international education, sociology, history, sociolinguistics and African studies.
Author: Andrew Simpson Publisher: Oxford University Press ISBN: 0199286744 Category : History Languages : en Pages : 382
Book Description
This book focuses on language, culture, and identity in nineteen countries in Africa. Leading specialists, mainly from Africa, describe national linguistic and political histories, assess the status of majority and minority languages, and consider the role of language in ethnic conflict.
Author: Andrew Simpson Publisher: OUP Oxford ISBN: 0191536814 Category : Language Arts & Disciplines Languages : en Pages : 384
Book Description
This book focuses on language, culture, and national identity in Africa. Leading specialists examine countries in every part of the continent - Egypt, Morocco, Sudan, Senegal, Mali, Sierra Leone, Ghana, Ivory Coast, Nigeria, Cameroon, Congo, Kenya, Tanzania, Zanbia, South Africa, and the nations of the Horn, Ethiopia, Eritrea, Djibouti, and Somalia. Each chapter describes and examines the country's linguistic and political history and the relation of its languages to national, ethnic, and cultural identities, and assesses the relative status of majority and minority languages and the role of language in ethnic conflict. Of the book's authors, fifteen are from Africa and seven from Europe and the USA. Jargon-free, fully referenced, and illustrated with seventeen maps, this book will be of value to a wide range of readers in linguistics, politics, history, sociology, and anthropology. It will interest everyone wishing to understand the dynamic interactions between language and politics in Africa, in the past and now.
Author: Valentina Serreli Publisher: Walter de Gruyter GmbH & Co KG ISBN: 3111046516 Category : Language Arts & Disciplines Languages : en Pages : 220
Book Description
The book explores the change over time in language-society relations in a multilingual periphery of Egypt. It examines the role of language ideologies in the construction and negotiation of social identities in the processes of contact, maintenance and shift typical of multilingualism. Based on extensive fieldwork and interviews, it is the first of its kind to portray the inventory of linguistic and accompanying non-linguistic behaviors observed within and between different ethnolinguistic groups in the Siwa Oasis. It provides first-hand information about the linguistic habits of Siwan women, an aspect which is generally difficult to access in this gender-segregated community. The book sheds light on Berber-Arabic contact at the core of the Arab world and at a critical time when individual linguistic repertoires are expanding and Arabic is emerging as a powerful resource.
Author: Yonah H Matemba Publisher: Routledge ISBN: 1000363295 Category : Education Languages : en Pages : 160
Book Description
Religious Education in Malawi and Ghana contributes to the literature on opportunities and complexities of inclusive approaches to Religious Education (RE). It analyses how RE in Malawi and Ghana engages with religious pluralisation and provides a compelling case for the need to re-evaluate current approaches in the conceptualisation, curriculum design and delivery of RE in schools in Malawi and Ghana. The book explains how a pervasive tradition of selection involving exclusion and inclusion of religion in RE leads to misrepresentation, and in turn to misclusion of non-normative religions, where religion is included but marginalized and misrepresented. The book contributes to wider discourse of RE on opportunities as well as complexities of post-confessional approaches, including the need for RE to avoid perpetuating the continued legitimisation of selected religions, and in the process the delegitimization of the religious ‘other’ as a consequence of misrepresentation and misclusion. Inspired by Braten’s methodology for comparative studies in RE, the book draws on two qualitative studies from Malawi and Ghana to highlight the pervasive problems of religious misclusion in RE. This book will be of great interest for academics, scholars and post graduate students in the fields of RE, African education, educational policy, international education and comparative education..
Author: Ibrahima Diallo Publisher: Cambridge Scholars Publishing ISBN: 1527524639 Category : Political Science Languages : en Pages : 132
Book Description
This book is comprehensive study of the geopolitical, geolinguistic, and geostrategic challenges facing France and the French language in post-independence Francophone Sub-Saharan Africa. It shows that, in Francophone sub-Saharan Africa, France’s reputation and image are significantly damaged. France has been accused of neo-colonial behaviour because of its repeated political and military interference in the domestic affairs of sovereign countries, its support of unpopular governments, and its stranglehold over the finances, economies and resources of Francophone sub-Saharan Africa. The book also highlights that the challenges faced by the French language in the region are complex because of the significant use of African languages and the growing attraction of English. Using Senegal as a case study to examine language use, attitudes, and languages education in this region, the book shows that the Senegalese people, like most Francophone sub-Saharan Africans, are strongly attached to their own languages, they are loyal to the French language, and they admire the English language. This text will be of interest to scholars in French and Francophone studies, applied linguists, African studies, and policy studies.
Author: Linda Gardelle
Author: Linda Gardelle
Author: Linda Gardelle
Author: Pauline Ngongang
Author: Linda Gardelle
Author: Andrew Simpson
Author: Andrew Simpson
Author: Valentina Serreli
Author: Yonah H Matemba
Author: William H. Lewis
Author: Ibrahima Diallo