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The Ambivalence of Postcolonial Mauritius

Policy versus practice in education: A reading of official and popular multiculturalism

Bibliographic Data

ID12340398
AuthorsNaseem L Aumeerally (University of Mauritius, corresponding author)
Year2005
Volume11
Issue3
Pages307-323
Publication date2005-11-01
Open AccessNo
TypeARTICLE
VenueInternational Journal of Cultural Policy (JOURNAL)
Journal identifiersISSN: 1028-6632 • E-ISSN: 1477-2833
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/1028663042000312543
OpenAlexW1486469933
LanguageEN
Citations received9
References cited7

At the independence of Mauritius, multiculturalism policy, as part of the decolonisation agenda of “Mauritianisation”, was instituted in education. The official English language, through the curriculum, was buttressed to police the population according to the moral standards of multiculturalism. In this article, popular culture as manifested through ethnographic research into students’ negotiations of official multiculturalism implemented through school textbooks, will be shown to flout policy. It will be demonstrated that resistive cultural practices of Mauritian students, embodied by vernacular Creole, contest the cultural essentialism promoted by the government. Creole language, in particular, and various in‐between cultural experiences articulate the hybrid, diasporic and global dimensions of the lives of ordinary postcolonial Mauritians

Creole language · Governmentality · Media studies · Multiculturalism · Pedagogy · Political science · Politics · Sociology · Vernacular · Anthropology · Economic Zones and Regional Development · Gender Studies · Law · Linguistic and Sociocultural Studies · Multilingual Education and Policy

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Citations per year0.45
Citation span2006 - 2025 (20)
Highly citedNo

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