Decolonisation of knowledge on land governance

Doumbia, Lamine

doi:10.4324/9780429355288-11

Cited by 1 publication

(3 citation statements)

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“…Unlike Semali and Stambach, we decide to use "endogenous" instead of "indigenous" as we see knowledge more as a process and a dynamic (Doumbia, 2021). Moreover, it has been noted that education in the broader Sub-Sahara does not emphasise African cultural heritage due to a lack of cultural knowledge dissemination through education (Nsamenang, 2009).…”

Section: Linguistic Situation and Cultural Knowledge In The Education...mentioning

confidence: 99%

“…In both cases, it was the tonal character of the Mande language that compromised the experience. It was, therefore, necessary to discover a system capable of rendering the specificity of this language and this is what led Kante to create the Nko alphabet in 1949 (Amselle, 1996;Doumbia, 2021).…”

Section: Practicing Orthography Phonetic Transcription and Morphosema...mentioning

confidence: 99%

“…Research on the decolonisation of knowledge and postcolonial curriculum development on the African continent has recently gained attention (e.g., Dodounou & Otundo, 2021;Doumbia, 2021;Ndlovu-Gatsheni, 2021;Woolman, 2001). In a bid to decolonise knowledge, there is a crucial need for formal education systems in Sub-Saharan Africa to include endogenous knowledge in their curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the significance of toponyms in the university linguistics curriculum: insights from Kibera in Kenya and Sabalibougou in Mali

Otundo

Doumbia

2023

Curric Perspect

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Africa’s linguistic diversity and cultural richness make it an ideal setting for incorporating case studies of toponyms (place names) into the university linguistics curriculum. By examining the toponyms of Kibera slum areas in Kenya and those of the people of Sabalibougou in Southern Mali, this article explores the various ways that toponyms can be used to enhance the understanding of African languages and cultures. Based on the premise that toponyms communicate knowledge about the natural world, peoples’ experiences, indigenous and local languages, and history, the two case studies of this article highlight the following factors as reasons why toponyms should be studied and incorporated into the university’s linguistics curricula: (i) They reveal the interplay between history, socio-political manifestations, and language; (ii) provide awareness of the role of geography on language, language contact, and language endangerment; (iii) facilitate the relationship between language and culture; and (iv) allow practising orthography, phonetic transcription, and morphosemantics of African languages. Hence, incorporating toponym case studies, like those provided in this study, into the linguistics curriculum can enable students to better comprehend and appreciate Africa’s linguistic diversity and cultural richness, ultimately contributing to the decolonisation of education in Africa.

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Section: Linguistic Situation and Cultural Knowledge In The Education...mentioning

confidence: 99%

Section: Practicing Orthography Phonetic Transcription and Morphosema...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the significance of toponyms in the university linguistics curriculum: insights from Kibera in Kenya and Sabalibougou in Mali

Otundo

Doumbia

2023

Curric Perspect

View full text Add to dashboard Cite

show abstract

Decolonisation of knowledge on land governance

Cited by 1 publication

References 0 publications

Exploring the significance of toponyms in the university linguistics curriculum: insights from Kibera in Kenya and Sabalibougou in Mali

Exploring the significance of toponyms in the university linguistics curriculum: insights from Kibera in Kenya and Sabalibougou in Mali

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