DECOLONISING THE CURRICULUM AT CAMEROONIAN UNIVERSITIES: THE CASE OF THE DEPARTMENT OF EDUCATION FOUNDATION AND ADMINISTRATION
Keywords:
Decolonisation, Indigenous, Colonialism, Educational Leadership And Administration, Cameroon UniversitiesAbstract
Purpose: There is a consensus amongst social scientists and public administration practitioners about the importance of decolonising the curriculum at African universities, given that the Western model of academic organisation on which both the English and French Cameroonian university educational systems are based, remains largely unchallenged. Decolonisation involves removing the barriers that have silenced non-Western voices in our "˜multi-cultural' higher education system and combatting the epistemic injustices of a system dominated by Western thought. In this paper add to the conversation that the curriculum currently taught in Cameroonian universities does not meet the realities of the new Republic of Cameroon. This research was designed as a qualitative case study with the aim to investigates the process of decolonizing educational leadership and administration curriculum in Cameroonian universities preparing school leaders supporting quality education through effective leadership and administration.
Methodology: To address this problem, this paper conducts two qualitative thematic reviews. The first is of the literature on decolonising curricula, with the aim of identifying a theoretical framework that can be applied to the specific context of the educational leadership and administration curriculum at the University of Buea in Cameroon, which is the focus of this study. These are Critical Decolonial Theoretical Framework (CDTF), and living theory methodology. It then further reviews the historical and contemporary curricula in Cameroon.
Findings: The finding section shows how curricula were used by the colonial authorities to entrench coloniality and Western imperialism, and how globalisation serves to perpetuate those inequalities. Building on this understanding, it was evident that there was a dire need in Cameroon for a path towards the establishment of an indigenising curriculum, beyond the simple addition of indigenous local, national and international content. This paper was chosen as a case study since it offers the opportunity to embed the notion of decolonised curricula in the next generation of school leaders and educational scholars in Cameroon.
Unique Contribution to Theory, Policy and Practice: The paper concludes with a case study proposing a decolonised educational administration and leadership curriculum at the department of Educational Foundations and Administration, Faculty of Education, University of Buea.
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References
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Charles, Elizabeth. (2019). Decolonizing the Curriculum. Insights 32 (1): 24.
Coloma, R. S. et al. (2013). "˜Decolonizing Local/Global Formations: Educational Theory in the Era of Neoliberalism', Educational Theory, 63(6), pp. 559-560. doi: 10.1111/edth.12041.
Colonial Office. (1925). Memorandum of education policy in British Tropical Africa, London: Her Majesty's Stationery Office.
Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. California, London, New Dehli; Sage.
Decolonising SOAS Working Group. (2018). Decolonising SOAS Learning and Teaching Toolkit for Programme and Module Convenors.pdf. Retrieved from https://blogs.soas.ac.uk/decolonisingsoas/files/2018/10/Decolonising-SOAS-Learning-and-Teaching-
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Eacott, S. and Asuga, G.N. (2014). School leadership preparation and development in Africa:"¨A critical insight. Educational Management Administration & Leadership"¨, Vol. 42(6) 919-934"¨.
Ebot Ashu, F. (2018). Leadership, Management and Administrative Roles of School Leaders in Cameroon, International Studies in Educational Administration, 46(2), 110-128.
Ebot Ashu, F. (2019). Leadership and Management Preparation and Development of School Leaders in Cameroon. In Pontso, M. and Tony Bush (2019). Preparation and Development of School Leaders in Africa. London: Bloomsbury.
Ebot Ashu, F. (2018). School Leadership and Management Development in Cameroon: A Guide for Educational Systems, Schools and School Leaders. OmniScriptum GmbH & Co. KG, Saarbrucken, Deutschland/Germany: Lambert Academic Publishing.
Ebot Ashu, F. (2014). Effectiveness of School Leadership and Management Development in Cameroon: A Guide for Educational Systems, Schools and School Leaders. Newcatle Upon Tyne, United Kingdom: Cambridge Scholars Publishing.
Freire, P. (2003). Pedagogy of the oppressed. New York, NY: Continuum.
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford, England: Oxford University Press.
Girei, E. (2017). Decolonising Management knowledge: A reflexive journey as practitioner and researcher in Uganda. SAGE Journal, 48(4), 453-470.
Graness, A. (2016). Writing the history of philosophy in Africa: where to begin"? Journal of African Cultural Studies, 28 (2), 132-146.
Grosfoguel, R. (2011). Decolonizing post-colonial studies an paradigms of political-economy: Transmodernity, decolonial thinking, and global coloniality". Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World 1(1), 1-19.
Geuss, R. (1981). The Idea of a Critical Theory. Cambridge, Cambridge University Press, ch. 4.
Gwei, S. (1975). Education in Cameroon: Western pre-colonial and colonial antecedents and the development of higher education. Unpublished PhD thesis. Chicago: University of Michigan.
Hack, K. (2008). International Encyclopaedia of the Social Sciences. Detroit, USA: Macmillan.
Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1), 1-8.
Horkheimer, M. (1982). Critical Theory Selected Essays. New York: Continuum Publishing.
Horsthemke, K. (2017). "African Philosophy and Education In The Palgrave Handbook of African Philosophy.". Editors; Afolayan, Adeshina, Falola, Toyin (Eds.). SpringerLink: Palgrave, Macmillan.
Horsthemke, K. (2004). "indigenous knowledge" - conceptions and misconceptions, Journal of Education, 32, 1-15.
Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations and contexts. Toronto: University of Toronto Press.
Kwabena, O. (2006). The British and Curriculum Development in West Africa: A Historical discourse. Review of Education, 52 (1), 409-423.
Lopez, A, E. and Rugano, P. (2018). Educational Leadership in Post-Colonial Contexts: What Can We Learn from the Experiences of Three Female Principals in Kenyan Secondary Schools? Education Science. Societal Culture and Educational/School Leadership. Educ. Sci. 8(3), 99.
Lee, A and Schultz, K. A. (2012). Comparing British and French Colonial Legacies: A Discontinuity Analysis of Cameroon. Quarterly Journal of Political Science, 7 (1), 1-46.
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education, 30(2), 1-12.
Lindlof, T. R., & Taylor, B. C. (2002). Qualitative Communication Research Methods, 2nd Edition. Thousand Oaks, CA: Sage.
Luckett, K., & Shay, S. (2017). Reframing the curriculum: A Transformative approach. Critical Studies in Education, 1-16. https://doi.org/10.1080/17508487.2017.1356341
London, N. (2002). Curriculum and pedagogy in the development of colonial imagination: A case study. Pedagogy, Culture and Society, 10 (1): 95-121.
MacOjong, T. (2008). Philosophical and Historical Foundations of Education (1844-1960). Limbe, Cameroon: Design House.
MacOjong, T. (2009). Philosophical and Historical Foundations of Education (1844-1960). Limbe, Cameroon: Design House.
Marmer, E & Sow, P. (2013). African History teaching in contemporary German textbooks: From biased knowledge to duty ofremembrance. Yesterday&Today, 10 (1), 49-76.
MINEDUC. (2000). "The organisation of practical arrangements for the sourcing of state primary schools in teaching and learning materials". Yaounde: Circular 21/B1/1464/ MINEDUC/SG/DRFP.
MINEDUB. (2001). "Budget implementation measures for state primary schools". Yaounde: Circular 21/A/135/MINEDUB/CAB
MINEDUC. (2011). "Completing Circular 21/A/MINEDUC/CAB of on budget implementation measures for state primary schools". Yaounde: Circular 33/A/135/ MINEDUC/CAB.
Mngomezulu, B. R., & Hadebe, S. (2018). What Would the Decolonisation of a Political Science Curriculum Entail? Lessons to be Learnt From the East African Experience at the Federal University of East Africa. Politikon, 45(1), 66-80. https://doi.org/10.1080/02589346.2018.1418205
Mohammed. K., Deena Khalil, Tyson E. J. Marsh, Halloran, C. (2018). "Toward an Indigenous, Decolonizing School Leadership: A Literature Review". Sage Journal of Educational Administration Quarterly, 55 (4), 571-614.
Mushi K. (2009). History of Education in Tanzania. Dar-es-Salaam: University Press.
Ndille, R. (2015). From Adaptation to Ruralisation in Cameroon Education Policy, 1922-2002: Replacing six with half a dozen. African Educational Research Journal. Vol. 3(3), 153-160.
Ndille, R. (2018). Our schools our identity: efforts and challenges in the transformation of the history curriculum in the Anglophone subsystem of education in Cameroon since 1961. South African Journal of Education. 38(20), 1-22.
Ndlovu-Gatsheni, S. (2013). The entrapment of Africa within the global colonial matrices of power: Eurocentrism, coloniality, and the deimperialization in the twenty-first century. Journal of Developing Societies, 29(4):334-349.
Ndongko, T & Tambo L(eds.) 2000. Educational development in Cameroon 1961-1999. Platteville: Nkemnji Global Tech.
Nsamenang, A. B., Tchomb, T. M. and Human Development Resource Centre Cameroon. (2011). Handbook of African educational theories and practices: a generative teacher education curriculum. Bamenda: Human Development Resource Centre.
Peters, R. (1966). Ethics in education. London: George Allen and Unwin.
Popkewitz, T (ed.) (2000). Educational knowledge: Changing relationships between the state, civil society, and the educational community. Albany, N.Y: State University of New York Press.
Purdie, N. and Wilkinson, J. (2008). Leadership in Indigenous Education Scoping Paper Prepared for the ACER Standing Committee n Indegenous Education. Australia: ACER.
Rodney, W. (1982). How Europe underdeveloped Africa. Washington: Howard University Press.
Ramoupi, N. (2012). Deconstructing Eurocentric education: A comparative study of teaching African-centred curriculum at the University of Cape Town and the University of Ghana-Legon. Postable, 7(2), 1-17.
Rennie Centre, Education Research and Policy. (2019). Student Voice: How Young People Can Shape the Future of Education. Boston, MA: Rennie Center for Education Research & Policy.
Republic of Cameroon. (1963). Law No. 63/DF/13 of 19 June 1963 on the harmonization of educational structures in the Federal Republic of Cameroon. Yaound: Presidency of the Republic.
Republic of Cameroon. (1998). Law No. 98/004 of 14 April 1998 to law down guidelines for education in Cameroon. Yaound: Imprimerie Nationale
Schofield, H. (1978). The philosophy of education: An Introduction. London: George Allen and Unwin.
Shizha E., Kariwo M.T. (2011). Postcolonial Curriculum. In: Shizha E., Kariwo M.T. (eds) Education and Development in Zimbabwe. Zimbabwe: Sense Publishers
Sim, S., & Van Loon, B. (2009). Introducing Critical Theory: A Graphic Guide. Icon Books Ltd.
Smith, L.T. (2012). Decolonizing Methodologies: Research and Indigenous Peoples (2nd ed.). London; New York: New York: Zed Books.
Southern Nigeria. (1930). Provisional school syllabus for Southern Cameroons, Vol 1 and 2. Lagos: Christian Mission Society Bookshop.
Stake, Robert E. (1995). The Art of Case Study Research. Thousand Oaks, CA: SAGE Publications. pp. 99-102.
Suellen, S. (2016). (2016). Decolonising the curriculum: it's time for a strategy. Cape Town: University of Cape Town.
Tambo, L. (2000). Strategic Concerns in Curriculum Development in Cameroon. In: Ndongko, T. & Tambo, L. Educational Development in Cameroon 1961-1999. Platville, MD: Nkemnji Global Tech.
Tambo, L. (2003). Cameroon National Education Policy since the 1995 Forum. Limbe: Design House.
Tatum, B. D. (2000a). Examining Racial and Cultural Thinking', Educational Leadership, 57(8), 54-57.
UCL. (2018). Inclusive Curriculum Healthcheck. Retrieved from https://www.ucl.ac.uk/teaching- learning/sites/teaching-learning/files/ucl_inclusive_curriculum_healthcheck_2018.pdf
University of Buea. (2018). The University of Buea Strategic Development Plan, 2018-2024. Buea: University of Buea.
University of Buea. (2010). Faculty of Education Syllabus 2010/2011. Buea: University of Buea.
Waghid, Y. (2016a). Knowledge(s), culture and African philosophy: an Introduction". Knowledge Cultures, 4 (4), 11-17.
Waghid, Y. (2016b). African Philosophy of Education Reconsidered: On Being Human. London & New York: CRC Press, Routledge, Taylor Francis Group.
Weber-Pillwax, C. (1999). Indigenous research methodology: Exploratory discussion of an elusive subject. Journal of Educational Thought/Revue de la Pensee Educative, 33(1), 31-45.
Whitehead, J. (2009). Using a living theory methodology in improving practice and generating educational knowledge in living theories. Educational Journal of Living Theories, 1(1): 103-126.
Yin, R. (2002). Case Study Research: Design and Methods. Thousand Oaks, CA: SAGE Publications.
Yin, Robert K. (2013). Case Study Research: Design and Methods(5th ed.). Thousand Oaks, CA: SAGE Publications.
Zembylas, M. (2018). Decolonial possibilities in South African higher education: Reconfiguring humanising pedagogies as/with decolonising pedagogies. South African Journal of Education, 38 (4), 1-12.
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2020-08-10
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Ashu, F. E. (2020). DECOLONISING THE CURRICULUM AT CAMEROONIAN UNIVERSITIES: THE CASE OF THE DEPARTMENT OF EDUCATION FOUNDATION AND ADMINISTRATION. African Journal of Education and Practice, 6(5), 13 – 39. Retrieved from https://iprjb.org/journals/index.php/AJEP/article/view/1113
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