Citation

We lost our culture with civilization: Internalization of the development discourse in Senegal

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Abstract:

Critical analysis of the interplay between local conceptualizations of knowledge and formal schooling methods are essential if we are to promote student empowerment and agency. Heightened understanding requires a discourse analysis that illuminates the impact of development rhetoric on these notions and appreciations of knowledge systems. This small-scale qualitative research study in a rural zone in Senegal utilizes a post-colonial framework to understand people’s conceptions of knowledge within lived experiences in a former French colony and developing country.

Findings demonstrate that while people continue to participate in traditional activities and espouse traditional values, they have internalized the development discourse and its Eurocentric ideals. This results in the articulation of a negative view of their own culture in preference for Western culture and values. I shall demonstrate that people act as agents when they make choices about the harsh economic and political realities that they confront on a daily basis. Accounts will show how the preference for formal schooling is a survival mechanism in a globalized world. This study asks us to pause and reflect on the complexities of formal schooling models and their relationship with indigenous knowledge and practices.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486497_index.html
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MLA Citation:

Sarr, Karla. "We lost our culture with civilization: Internalization of the development discourse in Senegal" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486497_index.html>

APA Citation:

Sarr, K. G. "We lost our culture with civilization: Internalization of the development discourse in Senegal" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486497_index.html

Publication Type: Panel Paper
Abstract: Critical analysis of the interplay between local conceptualizations of knowledge and formal schooling methods are essential if we are to promote student empowerment and agency. Heightened understanding requires a discourse analysis that illuminates the impact of development rhetoric on these notions and appreciations of knowledge systems. This small-scale qualitative research study in a rural zone in Senegal utilizes a post-colonial framework to understand people’s conceptions of knowledge within lived experiences in a former French colony and developing country.

Findings demonstrate that while people continue to participate in traditional activities and espouse traditional values, they have internalized the development discourse and its Eurocentric ideals. This results in the articulation of a negative view of their own culture in preference for Western culture and values. I shall demonstrate that people act as agents when they make choices about the harsh economic and political realities that they confront on a daily basis. Accounts will show how the preference for formal schooling is a survival mechanism in a globalized world. This study asks us to pause and reflect on the complexities of formal schooling models and their relationship with indigenous knowledge and practices.


Similar Titles:
Engaging the Disenfranchised: Developing Countries and Civil Society in International Governance for Sustainable Development

Development and Culture: Chinese International Ascension and Its Cultural Dimension

Culture in International Relations Theory: Comparative Analysis of Social Theory of International Politics and Clash of Civilizations Theory


 
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