This open access edited volume brings together a multidisciplinary team of scholars to investigate the concept of transformative development through decolonial approaches to language, literatures, and pedagogies. Contributors discuss the transformative development vision with a focus on language, literature and education. In doing so, they investigate the contribution of Wolof to the transformative development of postcolonial Senegal, analyse the impact of endonormativity on the transformation of Cameroon, and explore the impact of AI technologies such as ChatGPT on decolonial research and teaching in Africa. They discuss the transformative potential of oral and written African literature, the importance of values-based civic education and decolonizing continuous professional development for teachers, and the role of culturally sensitive curriculum around EFL.
Going beyond traditional emphases on economic and industrial progress, the authors gathered here ultimately develop new analytical frameworks that align with African realities and priorities in order to promote the decolonisation of the African minds, which remains a work in progress.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Bloomsbury Open Collections Library Collective.
Editors’ Preface Aloysius Ngefac, Divine Neba, and Michael T. Ndemanu Part I. General Introduction and a Case for a Transformative Development Vision 1. General Introduction Aloysius Ngefac, Divine Neba, and Michael T. Ndemanu 2. A Case for a Transformative Vision in the Development Agenda of Postcolonial Africa: Focus on Language, Literature, and Education Aloysius Ngefac Part II. Voices from Linguists 3. The endonormative stabilisation of Cameroon English as a significant step towards the transformative development of the country Aloysius Ngefac 4. A Critical Appraisal of the Contribution of Wolof to the Transformative Development of Postcolonial Senegal Blasius Agha-ah Chiatoh and Rodrick Lando 5. A Pragma-Rhetorical Investigation of Ejagham at Libations: A Discourse Analysis Approach Beyang Oben Ojongnkpot 6. A Neocolonial Linguistic Mindset: Attitudinal Tendencies of Cameroon Francophone English Speakers Clement Kouam 7. Acquisition of Some Aspect Constructions in Basaá Rodolphe Prosper Maah 8. ChatGPT and CxG: A Critical Appraisal for Constructionist Research and Teaching in Postcolonial Africa Thomas Hoffmann Part III: Voices from Literary Critics 9. Reception and Management of Oral Literature in Cameroon: New Perspectives to Old Stories Divine Che Neba 10. Rethinking Religion in a Changing Africa: A Reading of Francis Ateh’s Seat of Thorns Eleanor Anneh Dasi 11. Oral Literature and Sustainable Development: The Case of Cameroon Frida Mbunda-Nekang 12. Counter-Stigmatisation as Transformative Process: William Golding’s Lord of the Flies and J.M. Coetzee’s Foe as Response to Joseph Conrad’s Racist Undertones in Heart of Darkness Eric NgeaNtam Part IV: Voices from Educationists 13. Reconceptualizing the Curriculum through Values-based Education: Teaching Civic Education for Transformative Outcomes without the Nomenclature Michael T. Ndemanu 14. Informal and Formal Education in Postcolonial Africa through Oral Literature Nol Alembong 15. Decolonising Educational Practices in Postcolonial Africa: Insights from the Field of Teachers’ Continuous Professional Development in Cameroon Secondary Education Clovis D. Mbeudeu 16. Culturally Responsive and Socially Adapted Curriculum for Teaching EFL in Postcolonial Africa: Views, Attitudes, Stakes, and Implications Kenmegne Tchapgnouo Elvire 17. The Intentionality of African Renaissance, Higher Education Multicultural Curriculum: An Endogenous Transformative Development for the African Knowledge-Based Societies Bafon Joel Nshom Notes on Contributors Index
Aloysius Ngefac is Professor of English Language and Linguistics at the University of Yaoundé I, Cameroon. He is the founder and general coordinator of TRANG (Transformative Research and Networking Group). He has published several books related to his research interests in sociolinguistics, world Englishes, postcolonial pragmatics, creolistics, transformative research, and transformative development. Divine Che Neba is Associate Professor of African Literature at the University of Yaoundé I, Cameroon. He promotes African Literature through lectures, publications and ethno-anthropological surveys and has also explored minority and subversive literatures. He has published widely in renowned national and international journals. Michael T. Ndemanu is Associate Professor of Curriculum Development and Multicultural Education at Ball State University, Indiana, USA, where he researches multicultural education, curriculum theory, comparative education, and social foundations. He is Executive Director of the Global Institute for Transformative Education, USA; Secretary of the International Association of African Educators; and a member of the Governing Council of Curriculum and Pedagogy Group as well as several other professional organizations.
Reviews for Language, Literature, and Education for the Transformative Development of Postcolonial Africa
This book realigns the ongoing paths toward the transformation of Africa, from its previous colonizer-dependent models to one of joint, all African action, addressing the linguistic, scientific, educational and sociocultural factors upon which its future depends. A must read, for anyone concerned about Africa’s place in our shared global future. * Ian Hancock OBE FRSA *
