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Colonial Legacies and Preservice Teacher View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The University of Utah: J. Willard Marriott Digital Library COLONIAL LEGACIES AND PRESERVICE TEACHER SUBJECTIVITIES IN MALI: A CRITICAL EXAMINATION OF TWO TEACHER TRAINING PROGRAMS by Talatou Abdoulaye A dissertation submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Education, Culture and Society The University of Utah August 2017 Copyright © Talatou Abdoulaye 2017 All Rights Reserved The University of Utah Graduate School STATEMENT OF DISSERTATION APPROVAL The dissertation of Talatou Abdoulaye has been approved by the following supervisory committee members: Dolores Calderon , Chair 03/08/2017 Date Approved Donna Deyhle , Member Date Approved James Lehning , Member 03/09/2017 Date Approved Frank Margonis , Member 03/09/2017 Date Approved Veronica Valdez , Member 03/09/2017 Date Approved and by William Smith , Chair/Dean of the Department/College/School of Education, Culture and Society and by David B. Kieda, Dean of The Graduate School. ABSTRACT The main goal of this dissertation is to identify major characteristics of French colonial education in Soudan Francais (present day Mali) before discussing ways in which, despite major education reforms, legacies that relate to those characteristics continue to, either consciously or unconsciously, be reproduced, altered, or challenged in two current higher education teacher-training programs in postcolonial Mali. The discussions offer insights with regard to how issues of reproduction, hybridity, and resistance play out in various data sources before examining ways in which they affect the subjectivities of preservice teachers graduating from the two teacher training programs investigated. Data were collected from a wide range of sources, which include colonial and postcolonial legislations and documents, textbooks, retired and preservice teachers’ responses to questionnaires, and Skype interviews of a focus group of preservice teachers. Methods of content analysis and narrative analysis were used to make sense of data collected while simultaneously calling in major concepts from postcolonial theory for a broader analysis and discussion. The analysis and discussion of data collected revealed multiple instances of reproduction, resistance, and hybridity within the two departments, thereby positioning graduating preservice teachers to be likely to engage in similar practices potentially resulting in similar instances in their own future classrooms. Whether related to current, retired, or preservice teachers, it appeared that instances of reproduction, resistance, and hybridity sometimes occurred deliberately, though often times not deliberately. The concluding section of this dissertation offers some possible pathways for Malian stakeholders to examine in order to address major educational issues that were revealed throughout this study. iv TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iii ACKNOWLEDGEMENTS ............................................................................................. viii CHAPTERS 1 INTRODUCTION ............................................................................................................1 My positionality, subjectivity, and how I got interested in the topic ...................................7 History, geography, and philosophy as they were taught to me ..........................................8 Postcolonial Mali and France’s military intervention in Northern Mali............................11 Background of the problem: A historical overview of education in Mali .........................15 Early arrival of Islam and Arabic culture in Mali and their impact on Malian traditional education...........................................................................................................17 French colonial education policies in West Africa and Soudan Francais (Mali) ..............21 Statement of the problem ...................................................................................................27 Purpose of the study ...........................................................................................................30 Research questions .............................................................................................................32 Significance of the study ....................................................................................................33 2 THEORETICAL FRAMEWORK AND LITERATURE REVIEW ..............................35 Understanding teacher subjectivities during French colonial education and their implications for today’s Malian preservice teachers .........................................................42 The importance of postcolonial theory ..............................................................................45 Fanon and Hegel on subjectivity and mutual recognition .................................................48 Colonial legacies in schools ...............................................................................................52 Teacher subjectivities within postcolonial contexts ..........................................................56 Poststructuralists versus humanists (modernists) on teacher subjectivities .......................61 Fanon and teacher subjectivities ........................................................................................65 Revisiting teacher education literature in some postcolonial countries .............................68 Implications for teacher training programs in a postcolonial world ..................................71 Definition of key concepts .................................................................................................73 3 RESEARCH AND DATA COLLECTION METHODS AND METHODOLOGIES...76 Statement of the problem and research questions ..............................................................76 Site of research study: Ecole Normale Superieure of Bamako, Mali (E.N. Sup.) .............81 Methods, sampling, and data collection procedures ..........................................................83 A case for virtual ethnography ...........................................................................................84 Challenges and limitations of virtual ethnography ............................................................88 Virtual ethnography as used in this study………………………………………………..92 Data sources and methods of data collection .....................................................................96 Sampling and recruitment of participants ........................................................................100 Trustworthiness ................................................................................................................101 Administrative responsibilities ........................................................................................101 Steps in data analysis .......................................................................................................102 Ethical considerations ......................................................................................................106 Data collection procedures ..............................................................................................107 Data collection successes and challenges ........................................................................109 Techniques of content analysis used in this study ...........................................................111 Techniques of narrative analysis used in this study .........................................................114 Coding conventions and process ......................................................................................115 Summary ..........................................................................................................................117 4 CHARACTERISTICS OF COLONIAL EDUCATION IN FRENCH SUDAN (MALI) .............................................................................................................................130 The 1923 Circular on Education as the most defining legislation organizing and framing colonial school in French Sudan (Mali) West Africa ......................................................132 Schools in French Sudan as tools of colonial project thereby extensions of colonial ideologies and tensions ....................................................................................................136 5 COLONIAL EDUCATION TOOLS AND PRACTICES REPRODUCED, ALTERED OR CHALLENGED: POSITIONING MALIAN PRESERVICE TEACHERS .............152 Le symbolier est un ane, Je suis un ane and La cravache etait toujours la [The symbol bearer is a donkey, I am a donkey and The whip was always around] ..........................................................................................153 The older the textbooks have been used for a long time. We the older generation really appreciate them because they matched the curriculum Retired teacher MWT…….. .....162 Hybridity and mimicry present and future .......................................................................167 Rejecting and mixing as instances of resistance in colonial postcolonial classrooms .....174 6 MALIAN PRESERVICE TEACHERS ON THE CONTINUUM OF COLONIAL TO POSTCOLONIAL ...........................................................................................................185
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