Arts & Humanities Journal|IJAH

Title: ANTECEDENTS OF FRONTIERS AND CONFLICTS OF NATIONAL INTEGRATION IN THE EDUCATIONAL SECTOR IN CAMEROON: THE CASE OF HISTORY EDUCATION
Authors: Rene NGEK MONTEH
Volume:3 Issue: 5
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Rene NGEK MONTEH University of Yaounde 1, Cameroon
MLA 8 MONTEH, Rene NGEK. "ANTECEDENTS OF FRONTIERS AND CONFLICTS OF NATIONAL INTEGRATION IN THE EDUCATIONAL SECTOR IN CAMEROON: THE CASE OF HISTORY EDUCATION." Int. J. Arts&Humanities, vol. 3, no. 5, May 2019, pp. 177-197, ijah.org/more2018.php?id=14. Accessed May 2019. APA MONTEH, R. (2019, May). ANTECEDENTS OF FRONTIERS AND CONFLICTS OF NATIONAL INTEGRATION IN THE EDUCATIONAL SECTOR IN CAMEROON: THE CASE OF HISTORY EDUCATION. Int. J. Arts&Humanities, 3(5), 177-197. Retrieved from ijah.org/more2018.php?id=14 Chicago MONTEH, Rene NGEK. "ANTECEDENTS OF FRONTIERS AND CONFLICTS OF NATIONAL INTEGRATION IN THE EDUCATIONAL SECTOR IN CAMEROON: THE CASE OF HISTORY EDUCATION." Int. J. Arts&Humanities 3, no. 5 (May 2019), 177-197. Accessed May, 2019. ijah.org/more2018.php?id=14.
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Keywords: Cameroon, history education, harmonisation, psychic frontiers, conflicts.
Abstract: Colonial experience bequeathed a binary legacy for Cameroon which through reunification ignited the spirit of unity in diversity. The coordination of colonially inherited cultural values should have been mainstreamed in the history education syllabuses operational in Cameroon secondary schools. This paper engenders a retrospective and comparative study of the foundations and purpose of history education in Cameroon during the colonial period. It seeks to identify outcomes of history education in the colonial era while investigating links between colonial history education and the development of frontiers and conflicts evident in the quest for internal cohesion, national unity and integration in the bilingual and multicultural Cameroon nation. To respond to these questions, we made used of a comparative qualitative analysis of the history education programmes introduced by the various colonial regimes in Cameroon. The periods that starts from the Germans through the British/French and the post-colonial strides in syllabus adjustments and coordination reinforced frontiers through history education in postcolonial Cameroon. This study was guided by primary, secondary and alternative sources. In line with our sources, we concluded that colonial agenda and experience bequeathed unconsciously imbibed psychic frontiers between Cameroonians of British and French backgrounds. These frontiers were vigorously reinforced in post-colonial Cameroon through consistent failures to coordinate or harmonise history education programmes. These dichotomies reinforced psychic frontiers among Cameroonian citizens resulting in almost irreconcilable differences in world views and modes of operation vis-a-vis the nature and structure of the state. Revisiting the UNESCO proposals at independence and reunification may be a reliable tonic to these postcolonial frontiers and conflicts in internal cohesion and national integration in Cameroon.
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