| 000 | 01253cam a2200217 4500500 | ||
|---|---|---|---|
| 005 | 20250122191020.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aBouna Timera, Mamadou _eauthor |
| 245 | 0 | 0 | _aSenegalese Identity through School Geography, from Independence to the 1990s |
| 260 | _c2009. | ||
| 500 | _a64 | ||
| 520 | _aShortly 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. | ||
| 690 | _aidentity | ||
| 690 | _aeducation | ||
| 690 | _aschool geography | ||
| 690 | _apost-colonial | ||
| 690 | _aSenegal | ||
| 786 | 0 | _nL’Espace géographique | 38 | 3 | 2009-09-11 | p. 233-250 | 0046-2497 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-espace-geographique-2009-3-page-233?lang=en&redirect-ssocas=7080 |
| 999 |
_c712265 _d712265 |
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