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Education in West Africa As a Contested Space Between Global Politics and Local Cultures: an Exploration Through Critical Discourse Analysis

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Education in West Africa As a Contested Space Between Global Politics and Local Cultures: an Exploration Through Critical Discourse Analysis Mary Immaculate College, University of Limerick Thesis Title: Education in West Africa as a Contested Space between Global Politics and Local Cultures: An Exploration through Critical Discourse Analysis. Thesis Presented to Mary Immaculate College, University of Limerick for the Degree of Doctor of Philosophy By Tayo Paul Adenusi November 2019 Research Supervisor: Professor James G. Deegan FRSA, Head of Graduate School, Mary Immaculate College, Limerick Declaration I hereby declare that I am the sole author of this thesis. All quotations and excerpts from other sources have been fully acknowledged and referenced as required. Student Name: Tayo Paul Adenusi Signature: Date: 17th December 2019 i Table of Contents Declaration ............................................................................................................................................... i Table of Contents .................................................................................................................................... ii Acknowledgements ............................................................................................................................. viii Abstract .................................................................................................................................................. ix Contextual Clarifications ......................................................................................................................... x Chapter 1 ................................................................................................................................................ 1 Thesis Introduction ................................................................................................................................. 1 1.1 Introduction ...................................................................................................................................... 1 1.2 Thesis Structure ................................................................................................................................ 4 1.3 Contextual Definition of Terminologies ............................................................................................ 7 1.3.1 Contextual Definitions ............................................................................................................... 7 1.4 Reflexivity ........................................................................................................................................ 11 1.4.1 Theoretical Foundation ............................................................................................................ 14 1.5 Conceptual Framework ................................................................................................................... 18 1.5.1 Conceptual Map ....................................................................................................................... 21 1.5.2 Cultural Hybridity and the Third Space .................................................................................... 24 1.5.3 Critique of Hybridity and the Third Space and the Need for Genealogical Analysis of the Constituting Spaces ........................................................................................................................... 30 1.5.4 Foucault’s Genealogy: An Analytic Tool for Analysing Constituting the Spaces ...................... 33 1.6 Chapter Summary ........................................................................................................................... 36 1.7 Conclusion and Significance of the Chapter ................................................................................... 36 Chapter 2 .............................................................................................................................................. 39 Methodology and Method .................................................................................................................... 39 2.1 Introduction .................................................................................................................................... 39 ii 2.2 Methodology ................................................................................................................................... 40 2.2.1 Critical Discourse Analysis (CDA) ............................................................................................. 44 2.2.2 Principles of CDA as a Research Methodological Framework ............................................. 48 2.3 Research Method ............................................................................................................................ 50 2.3.1 Ethical Considerations .............................................................................................................. 50 2.3.2 Rationale for Choosing Textual Analysis as Research Method ................................................ 52 2.3.2.1 The Fiction Text ................................................................................................................. 54 2.3.2.2 The Autobiography ........................................................................................................... 55 2.3.2.3 Global Educational Policies and Strategies as Data .......................................................... 56 2.3.3 Collecting Data from Textual Sources ...................................................................................... 57 2.3.3.1 The Extraction of Data from Published Literatures .......................................................... 57 2.3.3.1.1 Step One: First/Objective reading .......................................................................... 58 2.3.3.1.2 Step Two: Second/Purposeful Reading .................................................................. 58 2.3.3.1.3 Step Three: Categorisation of Data from the Texts ............................................... 59 2.3.3.2 Extracting Data from Global Policy and Strategy Documents on Education .................... 59 2.3.4 Discussion and Data Analysis ................................................................................................... 60 2.3.4.1 Discussion and Analysis of Data from the Published Literatures ...................................... 61 2.3.4.2 Analysis of Global Educational Policies and Strategies ..................................................... 64 2.4 Chapter Summary ........................................................................................................................... 64 2.5 Conclusion and Significance of the Chapter ................................................................................... 65 Chapter 3 .............................................................................................................................................. 67 History of Pre-colonial West Africa: From the Pre-historic Era to the Nineteenth Century. ................ 67 3.1 Introduction .................................................................................................................................... 67 3.2 Pre-historic West Africa .................................................................................................................. 68 3.3 The Soninke People and the Rise and Fall of the Ghana Empire .................................................... 72 iii 3.4 The Mandinka People and the Rise and Fall of the Empire of Mali ................................................ 75 3.5 The Songhay People of the Songhay Empire .................................................................................. 77 3.6 The Yoruba People of the Yoruba Empire....................................................................................... 80 3.7 The Akan People of the Ashanti Empire ......................................................................................... 82 3.8 Chapter Summary ........................................................................................................................... 85 3.9 Conclusion and Significance of the Chapter ................................................................................... 86 Chapter 4 .............................................................................................................................................. 90 History of Formal Schooling in West Africa: Its Evolution from Missionary to Colonial Education. .... 90 4.1 Introduction .................................................................................................................................... 90 4.2 The Early Schools and their Purposes ............................................................................................. 91 4.2.1 Early Schools in British West Africa ......................................................................................... 92 4.2.2 Early Schools in the French Colonies of West Africa................................................................ 95 4.3 Colonial Education Policies in West Africa .................................................................................... 100 4.3.1 Colonial Education Policies in British Colonised West African Territories ............................. 100 4.3.1.1 The Principles of Colonial Education Policy in British Tropical Africa ............................. 104 4.3.2 Colonial Education Policy in French West Africa ................................................................... 111 4.3.2.1 The Four Levels of Education Under the Two Track
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