Fall / Automne 2020
Articles

The Neocoloniality of Cameroon’s Primary Education Curricula: 1963-2001

Emmanuel Thiery Nna
Université de Ngaoundéré
Published November 7, 2020
Keywords
  • acculturation,
  • curricula,
  • primary education,
  • neocolonialism,
  • amendments
How to Cite
Nna, Emmanuel Thiery. 2020. “The Neocoloniality of Cameroon’s Primary Education Curricula: 1963-2001”. Historical Studies in Education / Revue d’histoire De l’éducation 32 (2). https://doi.org/10.32316/hse-rhe.v32i2.4737.

Abstract

This publication aims to substantiate that, despite Cameroon's independence in 1960, the curricular contents in francophone primary education in force from 1963 to 2001 are still insidiously under France’s influence. This is firstly due to a primary school that Cameroon inherited from France in a bid of safeguarding French colonial interests nationwide. It is also a result of an incapacity for Cameroon to devise and refund autonomously its schools. And finally it derives from an appeal to France for suitable resources. In these ways, the curricular programs devised lay more emphasis on European and especially on French realities to the detriment of the local ones. Whatever thwarts implanted teaching contents breeds cultural downfall of the Cameroonians, prevents them from being part of the national productive system, and in a nutshell, delays economic and socio-cultural development in a country.