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Domestic and international power relations in a Cameroonian mission school system
ARTICLE

International Journal of Educational Development Volume 28, Number 6, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved November 17, 2019 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2007.09.001

Keywords