Schools and National Identities in French-speaking Africa

Political Choices, Means of Transmission and Appropriation
Herausgeber: Gardelle, Linda; Jacob, Camille

• Gebundenes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: Routledge
• Seitenzahl: 220
• Erscheinungstermin: 26. November 2020
• Englisch
• Abmessung: 236mm x 157mm x 18mm
• Gewicht: 408g
• ISBN-13: 9780367256623
• ISBN-10: 0367256622
• Artikelnr.: 59994090

Autorenporträt

Linda Gardelle is maître de conférence HDR (Reader) in Educational Sciences at the École Nationale Supérieure des Techniques Avancées (ENSTA Bretagne) in France. She is interested in the construction of national and professional identities through the curriculum. In Africa, her research is mainly conducted in Mali, Algeria and Morocco. Camille Jacob is a Postdoctoral Fellow at the University of Portsmouth, working on discourses and practices of English in Algeria and Mauritania. She is particularly interested in how the politics of language at the global level interact with local and national understandings of decolonisation, identities, security and "development" in countries historically considered as "French-speaking".

Inhaltsangabe

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 (19th-20th
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