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The colonial image reversed: Advocat...

Albaugh, Ericka Ann.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The colonial image reversed: Advocates of multilingual education in Africa (Cameroon, Senegal, Ghana)./
作者:	Albaugh, Ericka Ann.
面頁冊數:	383 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2701.
Contained By:	Dissertation Abstracts International66-07A.
標題:	Political Science, General. -
電子資源:	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.

Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2701.

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:

1017391
Political Science, General.

The colonial image reversed: Advocates of multilingual education in Africa (Cameroon, Senegal, Ghana).
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245 1 4 $a The colonial image reversed: Advocates of multilingual education in Africa (Cameroon, Senegal, Ghana).
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500 $a Chair: Donald L. Horowitz.
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 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.
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.
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