Schools and National Identities in French-Speaking Africa: Political Choices, Means of Transmission and Appropriation

ISBN-13: 9780367256623 / Angielski / Twarda / 2020 / 220 str.

Linda Gardelle; Camille Jacob

Opis

This book 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.

Spis treści

National identities and the curriculum: socio-cultural legacies and contemporary questions  Part 1 Continuities and discontinuities in the intermeshing of schools and identities  2. The emergence of the national in Francophone West African teacher education: the case of the normal school of Dabou, Côte d’Ivoire (1937-1975)  3. Conditional belonging to the Senegalese nation-state? School, state and society in Casamance (19^th-20^th centuries)  4. The role of schools in nation-building in Djibouti  5. Giving a Senegalese identity to education: issues, challenges and aims of nationalist demands, from independence to today  6. An examination of Negritude in textbooks: A content analysis approach to the textbooks of History-Geography and French in upper primary school in Côte d’Ivoire  Part 2 Language and nation-building: classroom practices, policies and research paradigms  7. Teachers’ curriculum contextualisation in an overseas French territory: how can local specificities be acknowledged within the education system?  8. Defending national identity or improving learning outcomes? The ELAN initiative to introduce national languages in primary school in Benin, between pedagogical and political issues  9. Arabic teaching in state schools in Morocco: identity literacy and the endeavour to construct a unified national and religious identity among pupils  10. Identity (re)construction and the culture of resistance in Algerian textbooks of French and English  11. Colonial languages: an appropriate lens to drive educational reforms? The case of the islands of the Indian Ocean