dc.contributor.author |
Chilton, India Eliot |
|
dc.date.accessioned |
2016-10-13T21:23:30Z |
|
dc.date.available |
2016-10-13T21:23:30Z |
|
dc.date.issued |
2016-06 |
|
dc.identifier.uri |
http://hdl.handle.net/1794/20270 |
|
dc.description |
123 pages. A thesis presented to the Department of International Studies and the Clark Honors College of the University of Oregon in partial fulfillment of the requirements for degree of Bachelor of Arts, Spring 2016. |
en_US |
dc.description.abstract |
Institutionalized education in Senegal is largely inherited from the French system
established during the colonial period. The provision of education exclusively in a
foreign language and based on foreign cultural standards causes a barrier to meaningful
learning for Senegalese students. Meaningful learning involves the integration of new
knowledge into existing schemata, and a lack of meaningful learning can impact
students' intellectual identity development and have negative consequences regarding
students' motivation and success in academia. Top-down control of educational policy
by a powerful centralized government slows proposed reforms, and many other factors
including the influence of French funding restrict the implementation of policy reform.
This thesis sought to answer the question of how, or if, teachers in Senegal use teaching
practices that increase students' opportunities for meaningful learning on a classroom
level across the linguistic and content barriers posed by the French education system.
Classroom observations and interviews were used as the basis for a qualitative analysis
of whether or not these bottom-up strategies were present or effective enough to combat
the difficulties students, and teachers, face. |
en_US |
dc.language.iso |
en_US |
en_US |
dc.publisher |
University of Oregon |
en_US |
dc.relation.ispartofseries |
University of Oregon theses, Dept. of International Studies, Honors College, B.A., 2016; |
|
dc.rights |
Creative Commons BY-NC-ND 4.0-US |
en_US |
dc.subject |
Post-Colonial Education |
en_US |
dc.subject |
Colonization |
en_US |
dc.subject |
Language Proficiency |
en_US |
dc.subject |
Senegal |
en_US |
dc.subject |
French Education |
en_US |
dc.subject |
Meaningful Learning |
en_US |
dc.title |
Meaningful Learning in the Senegalese Education System: Problems of Language, Culture and Colonization |
en_US |
dc.type |
Thesis / Dissertation |
en_US |