Curriculum reform challenges in Cameroon secondary education: Perspectives of history teachers
Notice bibliographique
Résumé
This research investigates the challenges of educational and curriculum reforms in Cameroon, a bilingual country with two colonially inherited educational systems (Anglophone and Francophone). Despite the reunification of both territories in 1961, the country still runs on two colonially inherited curricula (British and French). All educational reform efforts aimed mainly at harmonizing the two subsystems continue to pose significant challenges. While the Francophone majority subsystem is perceived as attempting to dominate or replace the Anglophone minority subsystem, the minority Anglophone subsystem is perceived to be resistant to embracing curriculum reforms aimed at harmonizing the curriculum in the country. In light of this impasse, there has been no focus on decolonizing both colonially inherited curricula and inclusively constructing a decolonized Cameroon-centric curriculum that is Cameroonian in content and addresses Cameroonian needs, realities and challenges. The challenges described above have resulted in other problems of national unity, peace, marginalization, unemployment, inequalities, social injustice, and non-inclusive governance.Building on theories of decolonization, historical consciousness, discourse theory and employing drawing as a Participatory Visual Methodology (PVM), this study investigates the impact of the presence of two colonially- inherited curricula in Cameroon on the ongoing curriculum reform efforts and the resultant challenges to dealing with two colonially inherited curricula through the perspectives of 25 male and female history teachers from both subsystems. The main objective of this study is to gain insights and prospects for a vision of creating a decolonized Cameroon-centric history/citizenship curriculum. Further to this, the participants and the researcher explore the potential changes that a common decolonized Cameroon-centric history/citizenship curriculum could make in Cameroon. Finally, this research also explores the strategies of history teaching that are feasible in the classroom to promote a decolonized mindset that potentially fosters Cameroon's educational needs and addresses the challenges that result from using two colonially oriented curriculums in the same country. Participants in this research were twenty-five history/citizenship education teachers, men and women recruited from both the Francophone and Anglophone subsystems of education in Cameroon. The participatory research workshops were held in Buea and Douala in Cameroon in March/April 2024The findings of this research reveal that running on two colonially inherited curricula in Cameroon comes with significant challenges. Having a common decolonized, Cameroon-centric curriculum presents fewer challenges and greater benefits for Cameroon. This research also devises strategies for history teaching that are feasible in the classroom to promote a decolonized mindset, potentially addressing Cameroon's educational needs, challenges, or problems
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,020 | 0,007 |
| Communication savante | 0,011 | 0,004 |
| Science ouverte | 0,001 | 0,006 |
| Intégrité de la recherche | 0,003 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».