Academic literature on the topic 'West African (French)'

Thesis (M.A.)--Indiana University, 2009.<br>Title from screen (viewed on February 1, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla M. Connor, Frank M. Smith, Honnor Orlando. Includes vitae. Includes bibliographical references (leaves 138-139).

This thesis is a survey of the development of religious and secular colonial education for African girls and women in Afrique Occidentale Francaise, from 1819 to 1960. The historiography of colonial education in AOF has dismissed the education of African girls and women as they were numerically too insignificant to merit any special attention.<br>This study argues that an examination of educational objectives, institutions and curricula provides a rare and valuable window on French colonial discourse on African women. It was a discourse fed by sexism and ethnocentrism, that ultimately intended to refashion women's gender identities and roles to approximate those prescribed by the French ideology of domesticity.<br>The system took the form of a number of domestic sciences training centres that aimed to change the very social definition of what constituted an African woman--to remake her according to the Euro-Christian, patriarchal ideal of mother, wife and housekeeper. Colonial educators argued that such a woman, especially in her role as mother, was the best conduit for the propagation of French mores, practices, and most importantly, submission to French hegemony.<br>The final decades of formal colonial rule in AOF saw the emergence of a small African male bourgeoisie. Members of this class, called "assimiles", accepted to varying degrees French language, lifestyle and values. This study further examines how many of them embraced the ideology of domesticity and became active in the debate on African women's education and the need to control and transform their gender identities.

This research begins to explore what political tools are necessary to elevate women’s position in society by transforming legislation. Women in Francophone West Africa do not enjoy certain basic rights and there is need to improve their status. The promotion and appointment of women to the position of prime minister, Mame Madior Boyé in Senegal in 2001 and Mariam Kaidama Cissé Sidibé in Mali in 2011, gives us hope that women-friendly agendas will be given priority. I pose the question: Did the appointment of these two women to the heads of their respective governments improve the status of women and their political representation in West Africa? There is existing research that suggests that more women in government increases the visibility of women’s issues. I argue that simply having women in positions of power is not sufficient; participation in informal politics and civil society is imperative. These women have to go into the position with a commitment to women’s issues and a willingness to work with the already existent networks of women’s associations dedicated to furthering women’s rights. I study the successful passage of a new woman-friendly constitution in Senegal. In particular, I look at each participant’s role in making this happen, the associations who pushed for reforms for many years, the reformist president Wade, and Boyé who was a founding member of one of the central women’s associations, the Association of Senegalese Female Legal Practitioners. I compare this with the unsuccessful signing of new family code in Mali. I discuss the disinterest and indecisiveness of the president and Sidibé, as well as the influence of the strong opposition from the conservative High Islamic Council. There are also institutional barriers to change, namely the pluralist legal system of customary law, Islamic law, and state law. Finally, I discuss other possible reasons for the differences in these two countries’ results, such as Senegal’s longer history of democracy and general acceptance of modernity and women’s rights.

The field of our study is Francophone African Literature and this thesis explores the themes of marginality and grief both experienced by Princess Akissi in The Blind Kingdom and Princess Pokou in Queen Pokou (2004) during their rise to power in their respective kingdoms. The two novels written by Véronique Tadjo from Ivory Coast, are subjected to thematic analysis because they are both based on similar storylines - that of conflict and rivalry within kingdoms resulting in the exile of the two princesses. One of the novels is set in a pre-colonial period while the other is set in a postcolonial era. Queen Pokou, winner of the 2005 Grand Prix Littéraire d’Afrique Noire (which is the most distinguished prize in Francophone African literature), is a retelling of the founding myths of the Baoulé people of Ivory Coast. In her literary texts, Tadjo transgresses the original legend and her reconstruction of this legend is significant because it challenges the ritual sacrifice made by Princess Pokou in order to free her people and to become queen. In The Blind Kingdom (1990), Tadjo highlights the corruption and injustice of the ruling elite. Space is used to reinforce the King’s domination thus a revolution is necessary to overthrow the exploitative power structures in place. The revolution that takes place relies heavily on the participation of Karim and especially on Princess Akissi who chooses to rebel against her father, King Ato IV in order to stop injustice. This thematic analysis, supported by semiotic theory, aims to establish and demonstrate the relationship between marginality of the two princesses, in particular, and their subsequent grief. It sheds light on the reasons for their exclusion from power as well as the nature of the conflicts that occur as they rise to power. The study postulates that certain myths and images are evoked by the novelist to symbolise the exclusion of the two princesses from power.

This thesis examines the problems engendered by ongoing Western dominance in the field of francophone African publishing, with specific reference to Guinea and Senegal. This dominance raises complex issues of power, authority and voice that are familiar tropes in postcolonial analyses, but this thesis seeks to re-place such questions in a wider context, looking at the current material circumstances of the publishing industry and “socially contaminated” instances such as international donor funding and national language policy as a perspective. This allows the links between the two rather distinct fields of the cultural and the commercial to be explored.  The guiding theme is a critique of the argument for full indigenisation or africanisation of African publishing, a debate which is based on questions of language, critical authority and identity.  The thesis seeks to cut through the inevitable polemics raised by the dominance of Western publishers in African publishing, to clearly identify the problems thrown up by this imbalance, and to explore the ramifications for ‘African literature’.

The study of interculturality ("intercultural competence"), its foundations and its effects in francophone Western Africa reveals the need for a reconceptualization of intercultural communication. A theory of interculturality should be interdisciplinary, non-positivist, critical and reflexive. Because conventional approaches and their applications create a spatial and temporal distance, and undervalue endogenous knowledges, they limit understanding and hamper reciprocal intercultural exchanges.<br>The observation of communication processes around a sub regional West African organization (the "Communaute economique de l'Afrique de l'Ouest") reveals that interculturality is not a characteristic of better educated Africans or of those most exposed to foreign cultures, and even less of Whites or of other members of dominant groups. Rather, it is more pronounced among women, members of marginalized ethnic groups and, above all, among urban marginals. Interculturality manifests itself through interactions. It is the result of singular positions (standpoints) rooted in endogenous knowledges, in training (in its broadest sense) and in the experience of subordination in pluriethnic contexts.<br>The texts that inform the dominant definitions of situations create a communicational and intercultural handicap, also linked to a superior status in the informal hierarchy. On the opposite, the mobility of an insider-outsider position confers an advantage, an aptitude for conversation, or for an egalitarian exchange in various local and imported spaces of culture and power. Such a position is a condition for intercultural studies and practices. Individually, it can be developed through a formal or informal initiation, empathy and an awareness of one's own limits.<br>In development programs, the interculturality acquired by certain members of marginal groups is at the origin of processes of diversion--a reorientation of resources towards locally negotiated ends--which reveal the endogenous conceptions of participation and social change. The study of interculturality in Africa thus supports the idea that a communicational approach to intercultural problems could be fruitfully applied in other contexts.