Schools and National Identities in French-speaking Africa

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

• Broschiertes Buch

Produktbeschreibung

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.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 220
• Erscheinungstermin: 30. Mai 2022
• Englisch
• Abmessung: 234mm x 156mm x 12mm
• Gewicht: 342g
• ISBN-13: 9780367634674
• ISBN-10: 0367634678
• Artikelnr.: 64102311

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