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18Teacher–Student Relationships In Presentation date: Dicember, 2020, Date of acceptance: February, 2021, Publication date: March, 2021 TEACHER–STUDENT RELATIONSHIPS IN FRANCOPHONE SENEGALESE LITERATURE WRITTEN BY WOMEN RELACIONES PROFESOR-ESTUDIANTE EN LITERATURA SENEGALESA FRANCÓFONA ESCRITA POR MUJERES Anna Swoboda1 E-mail: anna.swoboda@us.edu.pl ORCID: https://orcid.org/0000-0001-6768-0002 18 1 University of Silesia. Poland. Suggested citation (APA, seventh edition) Swoboda, A. (2021). Teacher–student relationships in francophone senegalese literature written by women. Revista Conrado, 17(79), 141-146. ABSTRACT RESUMEN The aim of this article is to propose an interdiscipli- El objetivo del presente artículo es de proponer una nary connection between pedagogy – the concept conexión interdisciplinaria entre la pedagogía (el of teacher-student relationship - and literature – the concepto de la relación profesor-alumno) y la litera- images of schoolgirls in Francophone Senegalese tura (las imágenes de colegialas en novelas francó- novels written by women. Senegal, which gained in- fonas senegalesas escritas por mujeres). Senegal, dependence from the French colonial rule in 1960, que logró la independencia del dominio colonial has had two educational systems: Quranic and sta- francés en 1960, tiene dos sistemas escolares: ins- te schools. The analyzed novels: So Long a Letter tituciones coránicas y estatales. Las novelas ana- by Mariama Bâ, The Abandoned Baobab by Ken lizadas son Mi carta más larga de Mariama Bâ, El Bugul and The Belly of the Atlantic by Fatou Diome, baobab que enloqueció de Ken Bugul y En un lugar all present girls who were given the opportunity to del Atlántico de Fatou Diome. Todas presentan niñas study in state institutions, both before and after the que tuvieron la oportunidad de estudiar en escuelas independence. By examining positive and negative públicas, tanto antes como después de la indepen- images of teacher-student relationships, the article dencia. Examinando las imágenes positivas y nega- attempts to prove that supportive teachers, even in tivas de las relaciones profesor-alumna, el artículo difficult circumstances, give the female protagonists intenta demostrar que pedagogos solidarios, incluso a sense of security and self-worth, whereas dismissi- en circunstancias difíciles, dan a las protagonistas ve or abusive ones discourage girls from further edu- la sensación de seguridad y un sentimiento de va- cation and deprive them of confidence. The applied lía personal, mientras que maestros displicentes o methodology consists of statistics concerning edu- abusivos desalientan a las niñas de continuar con cation in Senegal, as well as research on teacher- sus estudios y las privan de confianza en sí mismas. student relationships. La metodología aplicada consiste en estadísticas re- lativas a la educación en Senegal, así como de los Keywords: estudios sobre la relación profesor-alumno. Senegal, teacher, female student, Mariama Ba, Ken Bugul, Fatou Diome. Palabras clave: Senegal, profesor, alumna, Mariama Bâ, Ken Bugul, Fatou Diome. Volume 17 | Number 79 | March - April, 2021 CONRADO | Revista pedagógica de la Universidad de Cienfuegos | ISSN: 1990-8644 INTRODUCTION teacher-student relationship, Riley (2010), emphasizes “the importance of the teacher’s role as a secure base for The official educational system is Senegal has been inex- students in the classroom” (p.11). Meehan, et al. (2003), tricably connected with the French colonial rule. Traditional state that “a positive teacher-student relationship can Quranic schools – daaras – in which children are often function as a protective factor that buffers children from abused and forced to beg on the streets, are still not pro- the effects of known risk factors”, and thus minimize child- perly regulated or supervised by the government (Seibert, hood aggression, academic failure, substance abuse and 2019). In these schools, the teacher, who is a marabout delinquency (p. 1145). Krstić (2015), notes that “Positive – a religious leader – often takes advantage of his young teacher-child relationships provide children with the emo- students, sent to his daara in search of a better future in a tional security necessary to engage fully in learning activi- bigger city. In state schools, children can receive a more ties and scaffold the development of key social, behavioral, formal education. These institutions, previously colonial, and self-regulatory competencies needed in the school are based on the French educational system and teach in environment” (p. 168). The aforementioned research, as French, the official language of the country. However, the well as numerous other studies, prove that such regula- majority of the population communicates in native langua- rities can be observed in classrooms; the present article ges, among which Wolof is the lingua franca. According focuses on examining them in literary works. To that end, it to the statistics, in 2002, only 23% of the Senegalese aims to compare a negative teacher–student relationship could speak French (Niang Camara, 2010). As Omar Ka in Ken Bugul’s The Abandoned Baobab with positive ones reveals, under the colonial rule, only 10–25% of children in Mariama Bâ’s So Long a Letter and Fatou Diome’s The went to school for any length of time, because education Belly of the Atlantic, in order to determine how they affect was mostly confined to the urban elite (Stringer, 1996). the schoolgirls’ sense of self and further life. Additionally, going to a colonial school often resulted in an identity crisis, since African children used to study the DEVELOPMENT same racist textbooks as European pupils and learn about “their ancestors, the Gauls”, whereas their own cultural The first analyzed novel is Ken Bugul’s The Abandoned heritage was completely devalued (Fanon 1952). Baobab, whose original title is Le baobab fou. Published in 1982 and translated into English in 1991, this text, con- In the years 1964–1965 in Senegal, only 11% of males and taining a great deal of autobiographical motives from the 1% of females could write in French (Stringer, 1996). Thus, author’s life, tells a story of a Senegalese immigrant in not only was the access to the colonial school limited, but Belgium. The writer was born in 1947 and went to primary it also favored boys. In the traditional Muslim Senegalese school under the colonial rule, as the first girl in her family. society, in which the role of women involved primarily Her protagonist, whose name is also Ken Bugul, experien- getting married and having children, educating girls was ces the same hardships in the French educational system. viewed as unnecessary or even harmful. Milolo (1986), states that an educated woman was considered a source When the heroine narrates some events in her elemen- of marital problems: too much studying would lead to dis- tary school, the reader learns about the shockingly brutal obedience, as well as to acquiring the morality and men- behavior of both her principal and her teacher. The latter tality of white colonizers. Even when girls were allowed to first threatens to cut the throat of a student who speaks go to school, as the author reveals, their education was up; then, when Ken raises her hand, he orders her to lea- not taken seriously – it was viewed more as a game, a ve the classroom and sharpen the knife. The headmaster, pastime, than a foundation of life, since women were sup- who is passing by, asks the protagonist what she is doing, posed to stay silent, polite and submissive. Although a then slaps her on the face and calmly walks away. As Ken lot more girls (and children in general) started going to explains: school after independence, the traditional roles have not As for the principal, some deep dissatisfaction had made changed much, especially in smaller communities. him violent and mean. He was of the first generation of Taking into account the complexity of education in Black teachers who had been soldiers under a foreign Senegal, the present article aims to analyze the relation- flag, and was deeply disappointed. ships between teachers and female students in the no- The blade of the knife seemed well sharpened. I went vels written by three female writers – Mariama Bâ, Ken back to the classroom as silent as a cemetery. The tea- Bugul and Fatou Diome. Regardless of institutional or- cher was pacing up and down, his hands behind his ganization, the relationship in question seems to greatly back, in the same position that the colonizer used to show affect the pupil’s sense of self-worth, as well as their ea- his domination. gerness to learn. In his study of attachment theory and 142 | Volumen 17 | Número 79 | Marzo - Abril | 2021 CONRADO | Revista pedagógica de la Universidad de Cienfuegos | ISSN: 1990-8644 I didn’t dare let him know I was back before he himself does not have a “secure base” at home. Her teacher’s noticed it, and my poor cheek vibrated with a smack that sadistic behavior strips her of all confidence and shows surely was premeditated. Why? Because I hadn’t been her that her life has no importance to anyone. When she afraid to have my throat cut? Because I stood up to him? speaks up in class, she admits: “Perhaps I had already (Bugul, 2008). learned that the most important thing wasn’t to be born, or to live the human cycle, but to die” (Bugul, 2008, p. 134). The teacher–student relationship is believed to consist of A very similar teacher is mentioned in another novel by the two primary dimensions: Closeness and Conflict. The first same author, De l’autre côté du regard [As Seen from the one “represents the warmth and positive affect between Other Side]. Its female protagonist does not mention bea- the teacher and the child and the child’s comfort in ap- ting or throat cutting, but she recalls how she was scared proaching the teacher”, whereas the second one “refers to ask for permission to go to the toilet, or even scared to the negativity or lack of dyadic rapport” (Mason, et al., to breathe, and how she lost all self-confidence and an 2017).
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