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3164559.PDF (1.317Mb) UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE CAMEROONIAN TEACHERS’ PERCEPTIONS OF CULTURE, EDUCATION, AND MATHEMATICS A Dissertation SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of Doctor of Philosophy By S. MEGAN CHE Norman, Oklahoma 2005 UMI Number: 3164559 Copyright 2005 by Che, S. Megan All rights reserved. UMI Microform 3164559 Copyright 2005 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 CAMEROONIAN TEACHERS’ PERCEPTIONS OF CULTURE, EDUCATION, AND MATHEMATICS A Dissertation APPROVED FOR THE DEPARTMENT OF INSTRUCTIONAL LEADERSHIP AND ACADEMIC CURRICULUM BY ______________________________ Jayne Fleener ______________________________ Neil Houser ______________________________ Tom Owens ______________________________ Anne Reynolds ______________________________ Ed Perkins © Copyright by S. MEGAN CHE 2005 All Rights Reserved Acknowledgements This project has been brewing for a long time, so there are many people who have been integral to this study. I would first like to express my gratitude to my co -chairs, Jayne Fleener and Neil Houser. They contributed enormously to a rich academic atmosphere of curiosity, intellectual rigor, social justice, and nurture which helped my interests and intellect grow in ways which have forever changed me. Anne Reynolds shook the way I thought about mathematics when she introduced me to problem -centered learning and radical constructivism; I sincerely appreciate her for paving my way to access to these empowering notions. The international perspectives from Tom Owens and Ambassador Perkins and their contributions to my thoughts about hegemony and oppression have helped me to reach new understandings and see in new ways. I greatly appreciate the participants in this study. Their willingness to talk with me about broad, gene ral concepts and their generosity with their ideas helped make this project what it is. During an exceptionally busy part of the academic year, every mathematics teacher I approached was enthusiastic about giving me substantial blocks of their time. I am exceedingly grateful to those teachers who expressed their interest in the topic of this study and who challenged me with suggestions for directions for further research. I appreciate the teachers’ involvement and hope I have done justice to their articu lations. Further, I would like to express my gratitude to the education secretary, principals, vice -principals, and department heads for their active support of this project. Their enthusiastic reception of this study and its questions gave me encouragem ent and helped me past numerous doubts which sprang up when I was conducting this study in Cameroon. iv My family has contributed in such substantial ways to the fruition of this project that I feel it is a more communal than individual endeavor. My mother’ s support in helping us readjust from our travels to Cameroon and her endless availability at any and all times to care for my daughter while I worked are directly related to the fulfillment of this study. Without her efforts, it would have been unimaginably more difficult to complete this work. The home atmosphere that she and my father created —one that questioned authority and analyzed power relations in terms of class and religion—was influential in shaping my critical views. My husband has been stead fast in his critical involvement in this process. He has helped me to more fully understand a Cameroonian reality and, through his contributions in the form of nurturing challenges and emotional and intellectual support, he has given my life an immeasurab le richness. He has been incredibly patient with my short - sightedness and his wisdom and insights have been transformational for me. He has sacrificed much to further my professional advancement—although he views this process as helpful for our family as a whole, I would like to thank him for his personal sacrifices. My daughter is also a pivotal force underlying this project —if I was ever at the point of forgetting why this dissertation was worth so much time and energy, I could look at her and be renew ed. I loved being with her in Cameroon and seeing the ways she experienced life there. She has contributed to this project and to my life in ways for which there are no expressions. She gave birth to me as a mother, and for that I will always be gratefu l. v TABLE OF CONTENTS Acknowledgements……………………………………………………………….. iv Abstract…………………………………………………………………………...viii Chapter 1—How This Project Came to Be…………………………………………1 Cameroonian Megan………………………………………………………..3 Transformational Conversations……………………………………………8 Emergence of This Study and Its Questions………………………………13 Freire and Imposed Educational Systems…………………………………16 Dissertation Structure……………………………………………………...20 Chapter 2—General, non-Native Context…………………………………………22 Hegemony, Language, and Mathematic s………………………………….22 Language…………………………………………………………..24 Mathematics……………………………………………………….25 Educational Context in sub-Saharan Africa……………………………….28 Postcolonial Curriculum Evolution……………………….……….28 State as Prime Motivator for Change…………………….………..29 Historical Relationship…………………………………….………30 Struggle for Political Power……………………………………….30 Vocational Training and Practical Education……………………………..33 Curricular Agenda Evolution……………………………………………...35 Chapter 3—Particular, Native Context……………………………………………38 General Information……………………………………………………….39 Precolonial Education in Cameroon………………………………………41 British Mission Schools in Cameroon…………………………………….42 Berlin Conference…………………………………………………………43 German Colonial Rule…………………………………………………….45 French Co lonial Rule……………………………………………………...49 British Colonial Rule……………………………………………………...53 Chapter 4—Methodology…………………………………………………………56 Critical Theory……………………………………………………………56 Ethnography………………………………………………………………58 Critical Ethnography……………………………………………………...60 Historical Development of Critical Ethnography………………………...61 Knowledge, Power, and Culture in Critical Ethnography………………..64 Tensions in Critical Ethnography………………………………………...66 Criticisms of Critical Ethnography and Future Directions……………….68 Data Collection…………………………………………………………...69 Surveys…………………………………………………………...72 Interview Participants…………………………………………….73 Analysis…………………………………………………………………..77 Study Limitations………………………………………………………...80 Chapter 5—Discussion of Data…………………………………………………..85 German Cameroonian Corporation (DED)………………………………86 Response Structures……………………………………………………...89 Meanings for Culture, Education, and Mathematics………………….….89 vi Meanings for Culture…………………………………………….89 Meanings for Education and Mathematics………………………93 Relationships between Cameroonian Teachers’ Culture and Educational Situation……………………………………………94 Basically Satisfied…………………………………………….…95 Dissatisfied……………………………………………………..102 Technical Education…………………………………………....106 Transformational Possibili ties………………………………………….111 Chapter 6—Making Sense: Modernity and Westernism……………………....124 Modernity…………………………………………………………….....125 Culture and Modernization...…………………………………...125 Making Sense of the Influence of Modernism……………….....130 Westernism……………………………………………………………..138 Valuing of Westernism………………………………………....138 Western Influence on Teacher Practices………………………..140 Classroom Examples…………………………………………....143 Privilege…………………………………………………….…..146 Nature of Mathematics………………………………………....148 Concluding Remarks…………………………………………………...151 What Next?..................................................................................152 References………………………………………………………………………155 Appendix A—Interview and Survey Protocols………………………………...162 Appendix B—In terview and Survey Informed Consent Forms………………..166 vii ABSTRACT This study is a critical ethnography of Cameroonian secondary school teachers, with the purpose of generating understandings of Cameroonian teachers’ perceptions of and meanings for culture, education, and mathematics and the relationships among these ideas. As Cameroon is a recently -independent, post -colonial nation, a further focus is an analysis of continuing Western influence on Cameroonian teachers’ perspectives, actions, and cultures. This study seeks to make sense of and provide insight into a group of Cameroonian educators’ processes of educating in a non-Western setting from an inherited, Western educational situation. Colonization in Cameroon is described, drawing on Cameroonian historical and educational sources. Coming from a primarily Freirean critical perspective, this study then relates hegemonic structures of language, mathematics, modernism, and Westernism to interview and survey responses. The concept of cultural invasion is one explanatory notion which illuminates understandings of Cameroonian teachers’ perspectives. The primary data source consists of in -depth interviews with Cameroonian mathematics teachers; a secondary data source includes surveys conducted with non-ma thematics teachers. Findings indicate that the teachers in this study rarely articulate broad power relations with the West which constrain the teachers’ actions and possibilities. Further, participants generally value Western influence as a means for mo re rapid development. Teachers also value practical, applicable, and concrete mathematical skills to abstract ideas; many teachers also express a value for increased access to vocational/technical education.
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