Domestic and international power relations in a Cameroonian mission school system |
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Authors: | Megan Che |
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Institution: | Mathematics Education, Clemson University, 409F Tillman Hall, Clemson, SC 29634-0705, USA |
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Abstract: | This paper is a critical ethnography of mathematics teachers in a Cameroonian private, mission school system. Findings from in-depth interviews with secondary mathematics teachers indicate that most of these teachers perceive their educational situation as disconnected, in several ways, from their cultures. However, most participants look to western processes as models for their own development. An analysis of state and international postcolonial hegemonies which influence these teachers is presented, including allocation of resources, curricular agendas, and professional development opportunities. |
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Keywords: | International education Curriculum Development Postcolonial education Culture Critical theory |
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