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Traditional Values and Local Community in the Formal Educational System in Senegal: a Year As a High School Teacher in Thies

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Traditional Values and Local Community in the Formal Educational System in Senegal: a Year As a High School Teacher in Thies University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses July 2020 TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES Maguette Diame University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Indigenous Education Commons, International and Comparative Education Commons, and the Language and Literacy Education Commons Recommended Citation Diame, Maguette, "TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES" (2020). Doctoral Dissertations. 1909. https://doi.org/10.7275/prnt-tq72 https://scholarworks.umass.edu/dissertations_2/1909 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES A Dissertation Presented by MAGUETTE DIAME Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2020 College of Education Department of Educational Policy, Research, and Administration © Copyright by Maguette Diame 2020 All Rights Reserved TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES A Dissertation Presented by MAGUETTE DIAME Approved as to style and content by: ____________________________________ Bjorn Nordtveit, Chair ____________________________________ Jacqueline Mosselson, Member ____________________________________ Mzamo Mangaliso, Member ____________________________________ Jennifer Randall Associate Dean of Academic Affairs College of Education DEDICATION To my mom for her endurance, resilience and hard work, to my wife and my son for their patience, support, and love And To all those who have contributed to my education in general. ACKNOWLEDGMENTS I wish to express my grateful thanks to all the staffs and faculty at the Center for International Education and the EPRA department. A special thanks to my comprehensive exams and proposal committee members, Professor Gretchen Rossman, Cristine Smith, and Dr. Annette Lienau for accepting to serve as committee members, supporting this project, and for their valuable feedback. Barbara’s resourcefulness, support, availability, and openness has been invaluable to me and I am very grateful to her. I wish to express the same gratefulness and thanks to my dissertation committee members, Jacqi Mosselson and Nzamo Mangaliso for their support and constructive feedback. My sincere and cordial thanks are due to Bjorn Nordtveit, my academic advisor and chair of dissertation committee, for his patience, understanding, valuable feedback, and support throughout my graduate studies at the University of Massachusetts. I am also grateful to my friend Ezekiel Babagario who has been my host for many years in Amherst, showing me every bit of Teranga, respect, advice, and socio-emotional support. His companionship, advice, and support have relieved me from many socio- economic stresses, thanks Oga. The Senegalese community in the Pioneers Valley including Moumy, Karla, Ouz, Abou, Korka, so on, has been a source of comfort. Many thanks for their companionship, encouragements, and support. Special thanks to Karla! Finally, I would like to thank my whole family in Senegal, especially my supportive and comforting wife, my parents who have trusted, supported, and encouraged me. My achievement in life and school in particular, is the result of their unconditional support, advice, love, and hope. May they be protected. v ABSTRACT TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES MAY 2020 MAGUETTE DIME , B.A., UNIVERSITE CHEIKH A. DIOP – DAKAR, SENEGAL M.A., UNIVERSITY OF OREGON, EUGENE, OREGON Ph.D., UNIVERSITY OF MASSACHUSETTS – AMHERST Directed by: Associate Professor Bjorn Nordtveit The dissertation explores the discourses of traditional values, local practices, and community engagement within a selected community in Thies, Senegal and its high school environment. The study investigates the ways in which these cultural elements are present in the daily life of the community as well as how they are or could be integrated in formal teaching. In particular, I studied the concepts of Jom (hard work, pride, dignity), Kersa (decency), Suturë (discretion), Muñ (endurance), Teranga (hospitality), Maslaa (negotiation), Kal (kinship), and Suture (Protection) in particular. My own experience as a language teacher who has lived and studied in the United States was also used to complement this critical ethnography study, using a critical auto-ethnography lens. These discourses illustrate power dynamics, controversies, difference in perceptions, and implications regarding these socio-cultural concepts. The study shows that discourses around traditional values describe the positive nature of most of them and positive effects they have had on Senegalese communities and could have on formal schooling. However, many comments reveal negative perceptions vi and misuse of some traditional values (particularly Maslaa and Suturë), referred many times as traditional moral principles because of the controversial perceptions. The data findings depict a double-edge nature of the concepts under study. The analysis also reveals that people in the community and at school refer frequently to the aforementioned concepts, the Wolof language, and to some historical figures as embodiments of such values or moral principles. As for presence of values at formal schools, the findings show that there is no formal part of the curriculum on traditional values including moral principles, local practices, or local languages in the middle/high schools in Senegal. However, teachers, students, parents, and school administration use or refer to traditional values informally, consciously or unconsciously, within the school premises. Therefore, there is an existing Third Space in the community and the school, but it is not explored for a more culturally relevant education and to perpetuate positive local values. The investigation also provides interesting findings on local community’s involvement and reveals that besides the APE members, few parents participate in the school activities. vii TABLE OF CONTENTS ACKNOWLEDGMENTS ................................................................................................ v ABSTRACT ...................................................................................................................... vi LIST OF TABLES .......................................................................................................... xii LIST OF ACRONYMS ................................................................................................. xiii CHAPTER Page I. INTRODUCTION ......................................................................................................... 1 Context ......................................................................................................................................... 4 Statement of the problem ............................................................................................................. 7 Significance and purpose of the study ....................................................................................... 11 Research questions ..................................................................................................................... 12 Structure of the dissertation ....................................................................................................... 13 II. REVIEWING THE LITERATURE AND FRAMING THE CONCEPTS .......... 16 Western education, cultural values and socio-economic development through the lenses of social theorists ............................................................................................................................ 17 Description, discussion, and framing of main concepts ............................................................ 28 Discussion and description of main traditional values ........................................................................ 30 Traditional education .......................................................................................................................... 34 Formal education ................................................................................................................................. 36 Holistic education ............................................................................................................................... 38 African traditional education: Place and role of community and values ................................... 40 Role of community in traditional education ........................................................................................ 43 Social responsibilities and expectations .............................................................................................. 46 Western education effects on traditional education and values ................................................
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