Senegalese Identity through School Geography, from Independence to the 1990s
Bouna Timera, Mamadou
Senegalese Identity through School Geography, from Independence to the 1990s - 2009.
64
Shortly after independence, school geography was used in Senegal to meet the demands of nation-building. This was not an unprecedented role, since nation-building was a key function of the model that produced this geography and to which it refers. However, African revival introduced a new dimension, fueled by various identity-based polarities. School geography was therefore used in a unique way, with teaching material for the creation of a new man: an African whose African culture and national history, groundnut monocrop, and openness to other cultures defined him as Senegalese.
Senegalese Identity through School Geography, from Independence to the 1990s - 2009.
64
Shortly after independence, school geography was used in Senegal to meet the demands of nation-building. This was not an unprecedented role, since nation-building was a key function of the model that produced this geography and to which it refers. However, African revival introduced a new dimension, fueled by various identity-based polarities. School geography was therefore used in a unique way, with teaching material for the creation of a new man: an African whose African culture and national history, groundnut monocrop, and openness to other cultures defined him as Senegalese.
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