Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon

Abstract

This article explores the representation of identity in selected Anglophone and Francophone Cameroonian history textbooks via their coverage of the reunification of Cameroon. A far-reaching effect of the 1916 Anglo-French partition of German Cameroon and of the reunification of the territory in 1961 is that, in spite of the plurality of precolonial identities, it is the legacies of Anglo-French colonial heritage that seem to be the overwhelming identity indicators in contemporary Cameroon. This content analysis found that the Anglophone history textbook presented a clear Anglophone identity which stood in conflict with the identity promoted by the Francophone textbook, which was characterized by national and colonial Francophone assimilationism. Such representations suggest that the Cameroonian nation state as a colonial geopolitical construct is more imagined than real.

Making Good Use of Textbooks

“…While the editors of this special issue understand and often agree with these critiques, in our prior work we have also offered suggestions about some of the strengths of textbooks. We have, for example, provided practical ideas for how textbooks can be used effectively as one of many sources in inquiry-based lessons and activities (Bentrovato & Wassermann, 2018;Bertram & Wassermann, 2105;Chiponda & Wassermann, 2015;Fru & Wassermann, 2020;Halsall & Wassermann, 2018;Maposa & Wassermann, 2014;Roberts, 2013Roberts, , 2014aRoberts, , 2014bRoberts & Elfer, 2018, 2021Roberts et al, 2022).…”