This paper follows the analysis of Vansina in analyzing colonization as an attempt to destroy and replace Africa’s autonomous cultural systems. It shows that in Botswana, this has been only... Show moreThis paper follows the analysis of Vansina in analyzing colonization as an attempt to destroy and replace Africa’s autonomous cultural systems. It shows that in Botswana, this has been only partially successful. Due to clever forms of resistance,Botswana has been able to keep part of its autonomy intact. This helps to explain the relative success the country has had. However, in the educational field, the country is now also one of the first to be confronted with the limitations that are inherent in the colonial education system. The paperargues that a gradual transition to using indigenous languages as a medium of instruction is practically possible and will become inescapable if the country wishes to reach the goals it has set for itself. In this, special attentionis needed for the speakers of Khoisan languages. Show less
Sanon-Ouattara, F.E.G.; Pinxteren, L.M.C. van 2022
Experiments with indigenous languages as medium of instruction have been ongoing in francophone Africa. These experiments have not been generalized to all schools by educational authorities and... Show moreExperiments with indigenous languages as medium of instruction have been ongoing in francophone Africa. These experiments have not been generalized to all schools by educational authorities and have been limited to the first few years of primary education. A more generalized approach to using indigenous languages as medium of instruction can contribute to improve the outcomes of education. However, when is such a development likely to occur and which languages should be chosen? This article explores these questions using the case of Burkina Faso as an example. We show that it will be practically possible to use a limited number of indigenous languages as medium of instruction, rather than all languages spoken in the country. In order to do so, we introduce an approximate assessment of which languages are easy to learn and to teach, for speakers of which other languages. We demonstrate that a gradual transition towards indigenous languages will become a necessity if the present trend of increased participation in education continues into the future. In order for this to happen, careful planning and preparation will be essential; we conclude with a brief examination of what such planning and preparation might consist of. Show less
Why has Africa not been doing so well and what is the way forward? This book starts with the analysis of Vansina and Prah: the old cultural traditions in Africa have been destroyed in colonial... Show moreWhy has Africa not been doing so well and what is the way forward? This book starts with the analysis of Vansina and Prah: the old cultural traditions in Africa have been destroyed in colonial times; new ones are currently taking shape, based in part in African languages. The book uses cross-cultural psychology to show that such new cultural traditions are indeed forming in Africa. However, almost all African countries currently use a former colonial language in secondary and higher education. The book demonstrates that if more and more people get educated, this system will no longer scale. Over the next decade, more and more African countries will have to make a transition towards increased use of African languages. The book proposes a distinction between discerned and designed languages. All over the world, designed languages are made to serve speakers of several discerned languages. This could and should happen in Africa as well. The book contains a number of brief case studies, showing how in fact such a transition is practically possible. In future, African countries will be able to achieve success in their educational systems by using a small number of languages as medium of instruction. Such a transition will also help to form the new cultural traditions that are already taking shape on the continent. Show less
