Domestic and international power relations in a Cameroonian mission school system
International Journal of Educational Development Volume 28, Number 6, ISSN 0738-0593 Publisher: Elsevier Ltd
This paper is a critical ethnography of mathematics teachers in a Cameroonian private, mission school system. Findings from in-depth interviews with secondary mathematics teachers indicate that most of these teachers perceive their educational situation as disconnected, in several ways, from their cultures. However, most participants look to western processes as models for their own development. An analysis of state and international postcolonial hegemonies which influence these teachers is presented, including allocation of resources, curricular agendas, and professional development opportunities.
Che, M. (2008). Domestic and international power relations in a Cameroonian mission school system. International Journal of Educational Development, 28(6), 640-655. Elsevier Ltd.