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.
Notes on Contributors
Editors’ Preface
PART ONE: INTRODUCTION AND A CASE FOR A TRANSFORMATIVE DEVELOPMENT VISION
Chapter 1: Introduction
Aloysius Ngefac, Divine Neba and Michael T. Ndemanu
Chapter 2: A Case for a Transformative Vision in the Development Agenda of Postcolonial Africa: A Focus on Language, Literature and Education
Aloysius Ngefac
PART TWO: REFLECTIONS FROM LINGUISTS
Chapter 3: A Critical Appraisal of the Contribution of Wolof to the Transformative
Development of Postcolonial Senegal
Blasius Agha-ah Chiatoh and Rodrick Lando
Chapter 4: The Endonormative Stabilisation of Cameroon English as a Significant Step towards the Transformative Development of the Country
Aloysius Ngefac
Chapter 5: ChatGPT and CxG: A Critique of the Model for Constructionist Research and Teaching and for the Transformative Development of Postcolonial Africa
Thomas Hoffmann
Chapter 6: Investigating the Role of Language and Sociocultural Aspects in the Transformative Development of an African Ethnic Community: The Case of Pragma-rhetorical Features of Ejagham during Libations
Comfort Beyang Oben Ojongnkpot
Chapter 7: A Neocolonial Linguistic Mindset: Attitudinal Tendencies of Cameroon
Francophone English Speakers
Clement Kouam
PART THREE: REFLECTIONS FROM LITERARY CRITICS
Chapter 8: Reception and Management of Oral Literature in Cameroon: New Perspectives toOld Stories
Divine Che Neba
Chapter 9: Rethinking Religion in a Changing Africa: A Reading of Francis Ateh’s Seat of Thorns
Eleanor Anneh Dasi
Chapter 10: Oral Literature and Sustainable Development: The Case of Cameroon
Frida Mbunda-Nekang
Chapter 11: Counter-Stigmatisation and the Transformative Process: William Golding’s Lord of the Flies and J.M. Coetzee’s Foe Response to Joseph Conrad’s Racist Undertones in Heart of Darkness
Eric Ngea Ntam
PART FOUR: REFLECTIONS FROM EDUCATIONISTS
Chapter 12: Reconceptualizing the Curriculum Through Values-based Education: Employing Transformative Pedagogy in Teaching Civic Education for Transformative Outcomes
Michael T. Ndemanu
Chapter 13: Informal and Formal Education in Postcolonial Africa through Oral Literature
Nol Alembong
Chapter 14: Culturally-responsive and Socially-adapted Curriculum for Teaching EFL in Postcolonial Africa: Views, Attitudes, Stakes and Implications
Elvire Kenmegne Tchapgnouo
Chapter 15: Decolonising Educational Practices in Postcolonial Africa: Insights from the Field of Teachers’ Continuous Professional Development in Cameroon Secondary Education
Clovis D. Mbeudeu
Index
Height:
Width:
Spine:
Weight:0.00