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The colonial image reversed: Advocat...

Albaugh, Ericka Ann.

The colonial image reversed: Advocates of multilingual education in Africa (Cameroon, Senegal, Ghana).

Record Type:	Electronic resources : Monograph/item
Title/Author:	The colonial image reversed: Advocates of multilingual education in Africa (Cameroon, Senegal, Ghana).
Author:	Albaugh, Ericka Ann.
Description:	383 p.
Notes:	Chair: Donald L. Horowitz.
Notes:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2701.
Contained By:	Dissertation Abstracts International66-07A.
Subject:	Political Science, General.
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3181016
ISBN:	9780542214462

The colonial image reversed: Advocates of multilingual education in Africa (Cameroon, Senegal, Ghana).
Albaugh, Ericka Ann.

The colonial image reversed: Advocates of multilingual education in Africa (Cameroon, Senegal, Ghana). - 383 p.

Chair: Donald L. Horowitz.

Thesis (Ph.D.)--Duke University, 2005.

The dissertation examines the recent trend in several African states toward the use of more local languages in early education, a curious phenomenon given empirical and historical preference for linguistic homogeneity in state-building. The explanation for these recent changes rests on a combination of external, ideational factors and internal, enabling factors. I argue that it is a phenomenon particularly pronounced in Francophone Africa, where governments are responding to two different forces. First is a changed strategy on the part their former colonizer, France. Reversing its long-standing preference for French-only as the medium of instruction in African primary schools, France began in the 1990s to communicate its support for initial schooling in local languages. This was not because France had suddenly decided to care about local languages, but because its leadership had been convinced by a group of Francophone scholars---an "epistemic community"---that learning initially in a local language helps a child to learn French. Second, within African countries, an alliance of indigenous linguists and NGOs (often missionary)---an "evidentiary community"---is using a recent accumulation of written languages and evidence of their successful use in education to offer an alternative to African governments facing failing education systems.

ISBN: 9780542214462Subjects--Topical Terms:

212408
Political Science, General.

The colonial image reversed: Advocates of multilingual education in Africa (Cameroon, Senegal, Ghana).
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100 0 $a Albaugh, Ericka Ann. $3 244740
245 1 4 $a The colonial image reversed: Advocates of multilingual education in Africa (Cameroon, Senegal, Ghana).
300 $a 383 p.
500 $a Chair: Donald L. Horowitz.
500 $a Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2701.
502 $a Thesis (Ph.D.)--Duke University, 2005.
520 # $a The dissertation examines the recent trend in several African states toward the use of more local languages in early education, a curious phenomenon given empirical and historical preference for linguistic homogeneity in state-building. The explanation for these recent changes rests on a combination of external, ideational factors and internal, enabling factors. I argue that it is a phenomenon particularly pronounced in Francophone Africa, where governments are responding to two different forces. First is a changed strategy on the part their former colonizer, France. Reversing its long-standing preference for French-only as the medium of instruction in African primary schools, France began in the 1990s to communicate its support for initial schooling in local languages. This was not because France had suddenly decided to care about local languages, but because its leadership had been convinced by a group of Francophone scholars---an "epistemic community"---that learning initially in a local language helps a child to learn French. Second, within African countries, an alliance of indigenous linguists and NGOs (often missionary)---an "evidentiary community"---is using a recent accumulation of written languages and evidence of their successful use in education to offer an alternative to African governments facing failing education systems.
520 # $a The findings are based on case-study evidence presented from field research in three countries, Cameroon, Senegal and Ghana, as well as on statistical, cross-national comparisons of 48 African states.
520 # $a This conjunctural explanation challenges theories that attribute policy changes to general international norms of minority language rights, to ethnic demographics, to regime type, or to political bargaining. A major conclusion is that policies favoring language minorities often do not arise from the demands of group members themselves.
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650 # 0 $a Education, Bilingual and Multicultural. $3 212775
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