Schools and National Identities in French-speaking Africa


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.




School and National Identities in French-speaking Africa


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.




Language and National Identity in Africa


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.




Language, Society and Ideologies in Multilingual Egypt


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.




Religious Education in Malawi and Ghana


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..




A Hidden History of Youth Development in South Africa


Book Description

Drawing on two decades of interviews and ethnographic fieldwork (1998–2018), this book presents a unique and multi-faceted history of youth development in South Africa through the lens of a South African non-governmental organization (NGO) prominent in youth development from the mid-1980s until 2008. The book weaves history, ethnography, and discourse analysis to contextualize the Joint Enrichment Project (JEP) in the politics and history of South African education. It examines JEP’s role leading up to and during South Africa’s transition to democracy, its work and influence in post-apartheid South Africa, and the continued relevance of its legacy to contemporary initiatives seeking to address youth development and social justice. While JEP repeatedly repositioned itself as an organization, from fighting the effects of apartheid on young people to becoming a potential partner with the new African National Congress (ANC)-led government, its most significant role may have been to reposition people. After tracing JEP’s twenty-year history, the book focuses on the participants in a 1998 Youth Work Scheme, exploring their learning experiences and the program’s immediate impact on their lives. It then revisits these participants twenty years later in 2018, analyzing their life trajectories after JEP and comparing them with the life trajectories of former JEP staff over the same period—shedding light on broader patterns of socio-economic reproduction and change in the country. The book concludes with a discussion of a perennial paradox facing youth development institutions. This book will be of great interest to academics, researchers and post-graduate students in the fields of education, international development, anthropology, and African studies.




A Country of Defiance


Book Description

A historiographical analysis of human geography and a social history of nationalist separatism and cultural identity in southern Senegal. This book is a spatial history of the conflict in Casamance, the portion of Senegal located south of The Gambia. Mark W. Deets traces the origins of the conflict back to the start of the colonial period in a select group of contested spaces and places where the seeds of nationalism and separatism took root. Each chapter examines the development of a different piece of the still unrealized Casamançais nation: river, rice field, forest, school, and stadium. Each of these locations forms a spatial discourse of grievance that transformed space into place, rendering a separatist nation from the pieces where a particular Casamançais identity emerged. However, not every Casamançais identified with these spaces and places in the same way. Many refused to tie their beloved culture and landscape to the project of separatism, revealing a layer of counter-mapping below that of the separatist leaders like Father Augustin Diamacoune Senghor and Mamadou “Nkrumah” Sané. The Casamance conflict began on December 26, 1982. After an oath-taking ceremony in a sacred forest on the edge of Ziguinchor, hundreds of separatists from the Movement of Democratic Forces of the Casamance (MFDC) marched into the town to remove the Senegalese flag in front of the regional governor’s office and replace it with a white flag. The marchers were met by gendarmes who quickly found themselves outnumbered. Government surveillance, arrests, and interrogations followed into the next year, when gendarmes went to the sacred forest to stop another MFDC meeting. This time, the separatists greeted the gendarmes with a burst of violence that left four dead, their bodies mutilated. Senegalese security responded with force, driving the separatists—armed only with improvised rifles, bows and arrows, and machetes—into the forest. The Casamance conflict continues to the present day, so far having left more than five thousand dead, four hundred killed or maimed by land mines, and another eight hundred thousand living in a state of insecurity, with limited possibility for economic development. Ordinary Casamançais—on the Casamance River, in the rice fields, in the forests, in the schools, and in the sports stadiums—have demonstrated a diversity of opinions about the separatist project. Whether by the Senegalese state or by the separatists, these ordinary Casamançais have refused to be mapped. They have made the Casamance “a country of defiance.”




Handbook of Speech-Language Therapy in Sub-Saharan Africa


Book Description

This book synthesizes research on language development and communication disability in Sub-Saharan Africa and highlights best practices for providing speech and language therapy services to individuals with language, communication, and hearing disorders across the lifespan. The book brings together a wide range of international contributions from various disciplines, such as speech-language pathology, audiology, developmental psychology, language education, social work, neurology, neuropsychology, pediatrics, linguistics, pedagogy, and phonetics to provide perspectives on problems, challenges, ideas, concepts, and models to serve the people in Sub-Saharan Africa. Key areas of coverage include: Challenges for speech-language therapists in the health sector. Community awareness and the sustainable delivery of services. Culture-specific support of communication and language development in early childhood. Malnutrition, dysphagia, feeding difficulties, pediatric HIV, and related issues. Communication disability treatments, including assessment and intervention, augmentative and alternative communication (AAC), and issues specific to bilingualism and biliteracy. Inclusive education of children with communication disorders with case studies from Rwanda, Tanzania, Kenya, and South Africa. The Handbook of Speech-Language Therapy in Sub-Saharan Africa is an essential reference for researchers, professors, and graduate students as well as clinicians, therapists, and other professionals in developmental psychology, speech-language pathology and therapy, social work, neuropsychology, pediatrics, special education, community based rehabilitation, and all related disciplines.




Language, Identity and Conflict


Book Description

This book comprises a comparative study of relationships between language and ethnic identity in key regions of historical and contemporary ethnic conflict in Europe and Eurasia.