Curricular Issues in Neocolonial Cameroon
A Personal Journey
Bibliographic Data
| ID | 18975679 |
|---|---|
| Authors | Thomas Jing (University of Regina, Saskatchewan, Canada, corresponding author) |
| Year | 2019 |
| Volume | 50 |
| Issue | 2 |
| Pages | 202-221 |
| Publication date | 2019-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Black Studies (JOURNAL) |
| Journal identifiers | ISSN: 0021-9347 • E-ISSN: 1552-4566 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0021934719826589 |
| OpenAlex | W2912314865 |
| Language | EN |
| Citations received | 1 |
| References cited | 14 |
On paper, Cameroon is an independent country. However, the outward trappings of independence conceal the role former colonial powers, especially France, still play in the economic, political, and cultural policies of the country. Cameroon can, therefore, be described as a neocolonial nation. This article deals with my experience as a student and a classroom teacher in Cameroon and explores issues relating to school curriculums. It analyzes school curriculums in the context of a neocolonial state
Colonialism · Context (archaeology) · Curriculum · Independence (probability theory) · Political science · Politics · Sociology · State (computer science) · African cultural and philosophical studies · African history and culture analysis · Gender Studies · Global Educational Policies and Reforms · History · Law
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,09 |
| Citation span | 2015 - 2015 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |