Constructions of identity in Cameroonian history textbooks in relation to the reunification of Cameroon.

Autor/inn/en	Nkwenti Fru, Raymond; Wassermann, Johan
Titel	Constructions of identity in Cameroonian history textbooks in relation to the reunification of Cameroon.
Quelle	In: Journal of educational media, memory, and society, 12 (2020) 2, S. 57-76Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabelle 1; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2041-6938; 2041-6946
DOI	10.3167/jemms.2020.120203
Schlagwörter	Schulbuch; Geschichtsunterricht; Mandat; Politische Einstellung; Vereinigung; Völkerbund; Kamerun
Abstract	This article explores the representation of identity in selected Anglophone and Francophone Cameroonian history textbooks via their coverage of the reunification of Cameroon. A far-reaching effect of the 1916 Anglo-French partition of German Cameroon and of the reunification of the territory in 1961 is that, in spite of the plurality of precolonial identities, it is the legacies of Anglo-French colonial heritage that seem to be the overwhelming identity indicators in contemporary Cameroon. This content analysis found that the Anglophone history textbook presented a clear Anglophone identity which stood in conflict with the identity promoted by the Francophone textbook, which was characterized by national and colonial Francophone assimilationism. Such representations suggest that the Cameroonian nation state as a colonial geopolitical construct is more imagined than real.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2021/2