Socio-cultural background and quality teacher education in Cameroon: a reconstructive study of church pedagogical reform projects in Mbo-Bandjoun
Dissertation Project of Christian Hamidou Hassana
Generally, it is agreed that high quality of teacher education improves the quality of teaching and learning processes. This is the perspective in church private education sector in Cameroon; although teacher development projects/programs in the 1980s were aimed at coping with the drastic economic crisis of 1985, which led to the closure of many state’s teacher training institutions under the economic policies of the International Monetary Fund. Nevertheless, quality teacher education is still vital for a quality education in church sector (SPEC 1992).
Cooperative projects of teacher development in the evangelical church of Cameroon (EEC) investigate perspectives of changing the dominant mono-logical system of teaching and learning for a more diversity-oriented, interactive learner-centred pedagogy (Kokemohr 1998; Foaleng 2002; Moukoko 2012; Fonssi 2018). However, cooperative projects in a postcolonial and rapidly changing Cameroon are still suffering from a simplistic criticism of their “imported character” (Kokemohr 2002; Kä Mana 2012). The debate is still influenced by the historical colonial heritage background of formal education (Njimoluh 2010). Unlike such superficial criticism, this present study addresses rather a perspective of participants’ concrete experiences of engagement in pedagogical reform projects of EEC in Western Cameroon. It sorts possible significance of teachers and learners’ socio-cultural background in the development of the projects within a complex multicultural Cameroon.
Intercultural cooperative actors are engaged in the EEC projects with complex socio-cultural background (Bourdieu 1984, 2010). This thesis investigates possible roles of deeply engrained social structures and cultural dispositions in projects’ development processes. The study uses a theoretical perspective of Bildung as a transformative process “with and over Bourdieu’s socialisation theory” (a) as Hans-Christoph Koller (2010; 2011; 2018) puts it; and especially taking after empirical research on Bildung (b) as exemplarily reflected by Rainer Kokemohr (1990; 1998; 2002; 2018) within the target projects.
The study adopts a qualitative sequential analysis from documentary method (Bohnsack et al., 2010) to reconstruct participants’ conjunctive space of experiences, biographical orientations documented in transcripts of group discussions, lessons and in pictures. It is triangulated with inference analysis of language use (Kokemohr1989; 2018) for an in-depth reconstruction of inclusion-exclusion modus operandi in pedagogical praxis.
The thesis could contribute to current discourse on teacher education reform in Cameroon and elsewhere. For, it attempts a microanalysis of in-depth socio-cultural dimensions in play in cooperative educational reform projects, complementary to the existing dominant macro-analysis of developmental projects in a linear-modus: forces – weaknesses – challenges – chances. It could also reflect Bildungstheorie from concrete international/intercultural educational projects involving scholars from the Universität Hamburg and the Université Evangélique du Cameroun.
- Dauer: aktuell
- Projektleitung: Prof. Dr. Hans-Christoph Koller (Erstbetreuung)