Globalization viewed from the periphery: The dynamics of teacher identity in the Republic of Benin

Comparative Education Review

Volumn 46, Issue 1, 2002, Pages

  Welmond, Michel ^a  

^a NONE

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EID: 0042854803     PISSN: 00104086     EISSN: None     Source Type: Journal    
DOI: 10.1086/324049     Document Type: Review

References (82)

1. Arturo Escobar, Encountering Development: The Making and Unmaking of the Third World (Princeton, N.J.: Princeton University Press, 1994).
2. Joel Samoff, Analyses, Agendas, and Priorities for Education in Africa: A Review of Externally Initiated, Commissioned and Supported Studies of Education in Africa, 1990-1994 (Paris: Working Group on Education Sector Analysis, Association for Development of African Education, 1995).
3. Jeanne Moulton, Paradigm Lost: Implementation of Basic Education Reforms in Sub-Saharan Africa (Greenview, in press).
4. Mark B. Ginsburg, Understanding Educational Reform in Global Context (New York: Garland, 1991).
5. Martin Lawn, Modern Times? Work, Professionalism and Citizenship in Teaching (London: Falmer, 1996); Jennifer Ozga, ed., Schoolwork: Approaches to the Labour Process of Teaching (Milton Keynes, England: Open University Press, 1988); John Smyth, Critical Discourses on Teacher Development (London: Cassell, 1995).
6. Martin Lawn, Modern Times? Work, Professionalism and Citizenship in Teaching (London: Falmer, 1996); Jennifer Ozga, ed., Schoolwork: Approaches to the Labour Process of Teaching (Milton Keynes, England: Open University Press, 1988); John Smyth, Critical Discourses on Teacher Development (London: Cassell, 1995).
7. Martin Lawn, Modern Times? Work, Professionalism and Citizenship in Teaching (London: Falmer, 1996); Jennifer Ozga, ed., Schoolwork: Approaches to the Labour Process of Teaching (Milton Keynes, England: Open University Press, 1988); John Smyth, Critical Discourses on Teacher Development (London: Cassell, 1995).
8. Christopher Colclough, "Who Should Learn to Pay? An Assessment of Neo-Liberal Approaches to Education Policy," in States or Markets? Neo-Liberalism and the Development Policy Debate, ed. C. Colclough and J. Manor (Oxford: Oxford University Press, 1991), pp. 193-213.
9. Martin Carnoy, "Structural Adjustment and the Changing Face of Education," International Labour Review 34 (1995): 653-57.
10. Colclough
11. I b i d
12. Samoff, Analyses; World Bank, Education in Sub-Saharan Africa: Policies for Adjustment, Revitalization, and Expansion (Washington, B.C.: International Bank for Reconstruction and Development, 1988).
13. Joel Samoff, "The Reconstruction of Schooling in Africa," Comparative Education Review 37 (1993); 181-222.
14. Colclough
15. I b i d.
16. Samoff, "The Reconstruction."
17. Carnoy
18. International Labour Organization, Impact of Structural Adjustment on the Employment and Training of Teachers (Geneva: International Labour Office, 1996).
19. I b i d
20. World Bank, Education in Sub-Saharan Africa.
21. Joseph P. Farrell and Joao B. Oliveira, eds., Teachers in Developing Countries: Improving Effectiveness and Managing Cost (Washington, D.C.: Economic Development Institute, 1993), p. 7.
22. Alehandra Cox Edward, "Teacher Compensation in Developing Countries," in Farrell and Oliveira, eds., pp. 53-66.
23. Manuel Zymelman, with Joseph DeStefano, "Primary School Teachers' Salaries in Sub-Saharan Africa," in Farrell and Oliveira, eds., pp. 113-36.
24. Samoff, Analyses (n. 2 above).
25. Stephen J. Ball and Ivor Goodson, eds., Teachers' Lives and Careers (London: Palmer, 1985); Andy Hargreaves and Michael Fullan, Understanding Teacher Development (New York: Teachers College Press, 1992).
26. Stephen J. Ball and Ivor Goodson, eds., Teachers' Lives and Careers (London: Palmer, 1985); Andy Hargreaves and Michael Fullan, Understanding Teacher Development (New York: Teachers College Press, 1992).
27. Pearl Robinson's notion of "cultural schema" is borrowed to express the idea of culturally specific, historically grounded definitions of teachers' rights and responsibilities (see her "Democratization: Understanding the Relationship between Regime Change and the Culture of Politics," African Studies Review 37 [1994]: 39-67).
28. I b i d.
29. The term "landscape" comes from D. Jean Clandinin and F. Michael Connelly, Teachers' Professional Knowledge Landscapes (New York: Teachers College Press, 1995). They use the metaphor of a "knowledge landscape," where distinct types of knowledge that have dramatically different epistemological bases constitute a teacher's world.
30. John Meyer, "The World Polity and the Authority of the Nation-State," in Institutional Structure, ed. George M. Thomas (Newbury Park, Calif.: Sage, 1987), pp. 41-70.
31. Peter E. Woods, "Strategies, Commitments and Identity: Making and Breaking the Teacher," in Schools, Teachers and Teaching, ed. L. Barton and S. Walker (Lewes: Falmer, 1981), pp. 283-302.
32. Ivor Goodson and Andy Hargreaves, eds., Teachers' Professional Lives (London: Falmer, 1996); Jennifer Nias, "What It Means to 'Feel Like a Teacher': The Subjective Reality of Primary School Teaching," in Ozga, ed. (n. 5 above), pp. 195-214; Smyth (n. 5 above).
33. Ivor Goodson and Andy Hargreaves, eds., Teachers' Professional Lives (London: Falmer, 1996); Jennifer Nias, "What It Means to 'Feel Like a Teacher': The Subjective Reality of Primary School Teaching," in Ozga, ed. (n. 5 above), pp. 195-214; Smyth (n. 5 above).
34. Goodson and Hargreaves
35. Marilyn Joyce, "Being a Feminist Teacher," in Teachers: The Culture and Politics of Work, ed. M. Lawn and G. R. Grace (London: Falmer, 1987), pp. 67-89; Susan Robertson, "Teachers' Work, Restructuring and Postfordism: Constructing the New 'Professionalism,'" in Goodson and Hargreaves, eds., pp. 28-55; Patricia J. Sikes, "The Life Cycle of Teachers," in Ball and Goodson, eds., pp. 27-60; D. Lortie, Schoolteacher (Chicago: University of Chicago Press, 1975).
36. Marilyn Joyce, "Being a Feminist Teacher," in Teachers: The Culture and Politics of Work, ed. M. Lawn and G. R. Grace (London: Falmer, 1987), pp. 67-89; Susan Robertson, "Teachers' Work, Restructuring and Postfordism: Constructing the New 'Professionalism,'" in Goodson and Hargreaves, eds., pp. 28-55; Patricia J. Sikes, "The Life Cycle of Teachers," in Ball and Goodson, eds., pp. 27-60; D. Lortie, Schoolteacher (Chicago: University of Chicago Press, 1975).
37. Marilyn Joyce, "Being a Feminist Teacher," in Teachers: The Culture and Politics of Work, ed. M. Lawn and G. R. Grace (London: Falmer, 1987), pp. 67-89; Susan Robertson, "Teachers' Work, Restructuring and Postfordism: Constructing the New 'Professionalism,'" in Goodson and Hargreaves, eds., pp. 28-55; Patricia J. Sikes, "The Life Cycle of Teachers," in Ball and Goodson, eds., pp. 27-60; D. Lortie, Schoolteacher (Chicago: University of Chicago Press, 1975).
38. Marilyn Joyce, "Being a Feminist Teacher," in Teachers: The Culture and Politics of Work, ed. M. Lawn and G. R. Grace (London: Falmer, 1987), pp. 67-89; Susan Robertson, "Teachers' Work, Restructuring and Postfordism: Constructing the New 'Professionalism,'" in Goodson and Hargreaves, eds., pp. 28-55; Patricia J. Sikes, "The Life Cycle of Teachers," in Ball and Goodson, eds., pp. 27-60; D. Lortie, Schoolteacher (Chicago: University of Chicago Press, 1975).
39. Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984); Andy Hargreaves, Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age (London: Cassell, 1994); Michael Huberman, "The Model of the Independent Artisan in Teachers' Professional Relations," in Teachers' Work: Individuals, Colleagues and Contexts, ed. J. W. Little and M. W. McLaughlin (New York: Teachers College Press, 1993); Lynda Measor, "Critical Incidents in the Classroom: Identities, Choices and Careers," in Ball and Goodson, eds., pp. 61-77; Sikes; Carolyn Steedman, "Prisonhouses," in Lawn and Grace, eds., pp. 117-29.
40. Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984); Andy Hargreaves, Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age (London: Cassell, 1994); Michael Huberman, "The Model of the Independent Artisan in Teachers' Professional Relations," in Teachers' Work: Individuals, Colleagues and Contexts, ed. J. W. Little and M. W. McLaughlin (New York: Teachers College Press, 1993); Lynda Measor, "Critical Incidents in the Classroom: Identities, Choices and Careers," in Ball and Goodson, eds., pp. 61-77; Sikes; Carolyn Steedman, "Prisonhouses," in Lawn and Grace, eds., pp. 117-29.
41. Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984); Andy Hargreaves, Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age (London: Cassell, 1994); Michael Huberman, "The Model of the Independent Artisan in Teachers' Professional Relations," in Teachers' Work: Individuals, Colleagues and Contexts, ed. J. W. Little and M. W. McLaughlin (New York: Teachers College Press, 1993); Lynda Measor, "Critical Incidents in the Classroom: Identities, Choices and Careers," in Ball and Goodson, eds., pp. 61-77; Sikes; Carolyn Steedman, "Prisonhouses," in Lawn and Grace, eds., pp. 117-29.
42. Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984); Andy Hargreaves, Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age (London: Cassell, 1994); Michael Huberman, "The Model of the Independent Artisan in Teachers' Professional Relations," in Teachers' Work: Individuals, Colleagues and Contexts, ed. J. W. Little and M. W. McLaughlin (New York: Teachers College Press, 1993); Lynda Measor, "Critical Incidents in the Classroom: Identities, Choices and Careers," in Ball and Goodson, eds., pp. 61-77; Sikes; Carolyn Steedman, "Prisonhouses," in Lawn and Grace, eds., pp. 117-29.
43. Larry Cuban, How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980 (New York: Longman, 1984); Andy Hargreaves, Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age (London: Cassell, 1994); Michael Huberman, "The Model of the Independent Artisan in Teachers' Professional Relations," in Teachers' Work: Individuals, Colleagues and Contexts, ed. J. W. Little and M. W. McLaughlin (New York: Teachers College Press, 1993); Lynda Measor, "Critical Incidents in the Classroom: Identities, Choices and Careers," in Ball and Goodson, eds., pp. 61-77; Sikes; Carolyn Steedman, "Prisonhouses," in Lawn and Grace, eds., pp. 117-29.
44. John Meyer and Wes Snyder, "Impact of PEP Policy Initiatives on Lesotho Primary Education" (Washington, D.C., USAID, 1996).
45. Clandinin and Connelly
46. Gerald Grace, "Teacher and the State in Britain: A Changing Relationship," in Lawn and Grace, eds., pp. 193-228; Lawn (n. 5 above); Ian Menter, Work and Identity in the Primary School: A. Post-Fordist Analysis (Buckingham: Open University Press, 1997); Ozga, ed. (n. 5 above).
47. Gerald Grace, "Teacher and the State in Britain: A Changing Relationship," in Lawn and Grace, eds., pp. 193-228; Lawn (n. 5 above); Ian Menter, Work and Identity in the Primary School: A. Post-Fordist Analysis (Buckingham: Open University Press, 1997); Ozga, ed. (n. 5 above).
48. Patricia Broadfoot and Marilyn Osborn, Perceptions of Teaching: Primary School Teachers in England and France (London: Cassell, 1993).
49. However, teaching is not necessarily a first-choice profession in France.
50. Francine Muel-Dreyfus, Le metier d'educateur (Paris: Les Editions de Minuit, 1983) ; Antonio Novoa, "Les enseignants: A la recherche de leur profession," European Journal of Teacher Education 17, nos. 1-2 (1994): 17; Jacques Ozouf, Nous les maîtres d'école: Autobiographies d'instituteurs de la belle époque (Paris: Julliard-Gallimard, 1973).
51. Francine Muel-Dreyfus, Le metier d'educateur (Paris: Les Editions de Minuit, 1983) ; Antonio Novoa, "Les enseignants: A la recherche de leur profession," European Journal of Teacher Education 17, nos. 1-2 (1994): 17; Jacques Ozouf, Nous les maîtres d'école: Autobiographies d'instituteurs de la belle époque (Paris: Julliard-Gallimard, 1973).
52. Francine Muel-Dreyfus, Le metier d'educateur (Paris: Les Editions de Minuit, 1983) ; Antonio Novoa, "Les enseignants: A la recherche de leur profession," European Journal of Teacher Education 17, nos. 1-2 (1994): 17; Jacques Ozouf, Nous les maîtres d'école: Autobiographies d'instituteurs de la belle époque (Paris: Julliard-Gallimard, 1973).
53. Muel-Dreyfus; Novoa.
54. Broadfoot and Osborn
55. Katheryn M. Anderson-Levitt, "Degrees of Distance between Teachers in Parents in Urban France," Anthropology and Education Quarterly 20 (1989): 99-117; Muel-Dreyfus claims that the commonly observed tendency of teachers to manifest hostility toward and distance from parents originated in the coping mechanisms of the previous century - instituteurs needed to find strategies to maintain their status and authority in far-flung villages.
56. Anne Corbett, "Secular, Free and Compulsory: Republican Values in French Education," in Education in France: Continuity and Change in the Mitterrand Years, 1981-1995, ed. A. Corbett and B. Moon (New York: Routledge, 1996), p. 5.
57. Student achievement in the edlib paradigm is narrowly defined in terms of the attainment of qualities that contribute to greater workplace productivity.
58. I relied on the NUD*IST software package, which provides flexible tools for sorting texts into categories, reorganizing categories, and searching for specific themes. To use this software instrument effectively, it was necessary to code all texts in the interviews exhaustively. All of the classification schemes presented in this chapter were originally generated with the help of this software.
59. In fact, most individual interviewees invoked several distinct (and sometimes contradictory) notions of the nature of Beninese teacher identity.
60. The Republic of Benin has gone through two name changes since independence. Until 1974, it was called the Republic of Dahomey. Then it was renamed the People's Republic of Benin. In 1989, the name was changed to the present Republic of Benin.
61. Maurice A. Glélé, Naissance d'un état noir, l'évolution politique et constitutionnelle du Dahomey, de la colonisation à nos jours (Paris: Librairie Générale de Droit et de Jurisprudence, 1969); Dov Ronen, Dahomey: Between Tradition and Modernity (Ithaca, N.Y.: Cornell University Press, 1975); J. Michael Turner, "Les Brésiliens: The Impact of Former Brazilian Slaves upon Dahomey" (Ph.D. diss., Boston University, 1975).
62. Maurice A. Glélé, Naissance d'un état noir, l'évolution politique et constitutionnelle du Dahomey, de la colonisation à nos jours (Paris: Librairie Générale de Droit et de Jurisprudence, 1969); Dov Ronen, Dahomey: Between Tradition and Modernity (Ithaca, N.Y.: Cornell University Press, 1975); J. Michael Turner, "Les Brésiliens: The Impact of Former Brazilian Slaves upon Dahomey" (Ph.D. diss., Boston University, 1975).
63. Maurice A. Glélé, Naissance d'un état noir, l'évolution politique et constitutionnelle du Dahomey, de la colonisation à nos jours (Paris: Librairie Générale de Droit et de Jurisprudence, 1969); Dov Ronen, Dahomey: Between Tradition and Modernity (Ithaca, N.Y.: Cornell University Press, 1975); J. Michael Turner, "Les Brésiliens: The Impact of Former Brazilian Slaves upon Dahomey" (Ph.D. diss., Boston University, 1975).
64. The Republic of Dahomey, "Les grilles salariales des montieurs de l'enseignement privé, "Journal Officiel du Dahomey (January 15, 1959); Denise Bouche, L'Enseignement dans les territoires Français de l'Afrique occidentale de 1817 à 1920: Mission civilisatrice ou formation d'une élite? (Lille: Atelier Reproduction des thèses Université Lille III; diffusion, Champion, 1975).
65. The Republic of Dahomey, "Les grilles salariales des montieurs de l'enseignement privé, "Journal Officiel du Dahomey (January 15, 1959); Denise Bouche, L'Enseignement dans les territoires Français de l'Afrique occidentale de 1817 à 1920: Mission civilisatrice ou formation d'une élite? (Lille: Atelier Reproduction des thèses Université Lille III; diffusion, Champion, 1975).
66. Chris Allen, "Benin," in Benin - The Congo - Burkina Faso: Economics, Politics and Society, ed. C. Allen, M. S. Radu, K. Somerville, and J. Baxter (London: Pinter, 1989); Francine Godin, Bénin, 1972-1982: La logique de l'état Africain (Paris: L'Harmattan, 1986).
67. Chris Allen, "Benin," in Benin - The Congo - Burkina Faso: Economics, Politics and Society, ed. C. Allen, M. S. Radu, K. Somerville, and J. Baxter (London: Pinter, 1989); Francine Godin, Bénin, 1972-1982: La logique de l'état Africain (Paris: L'Harmattan, 1986).
68. Allen, "Benin."
69. Ibid.; Guillaume Marcellin Houndji, "Image de l'enseignant dans la societé béninoise aujourd'hui (cas de l'enseignement de bas) " (Masters thesis, Formation des Inspecteurs de l'Enseignement de Bas, Institut National pour la Formation et la Recherche en Education, Porto Novo, Benin, 1982).
70. Ibid.; Guillaume Marcellin Houndji, "Image de l'enseignant dans la societé béninoise aujourd'hui (cas de l'enseignement de bas) " (Masters thesis, Formation des Inspecteurs de l'Enseignement de Bas, Institut National pour la Formation et la Recherche en Education, Porto Novo, Benin, 1982).
71. Chris Allen, "Democratic Renewal" in Africa: Two Essays on Benin (Edinburgh: Centre of African Studies, University of Edinburgh, 1992); Béatrice Lalinon Gbado, En marche vers la liberté (Cotonou, Benin: Collection Ruisseaux d'Afriques, 1990).
72. Chris Allen, "Democratic Renewal" in Africa: Two Essays on Benin (Edinburgh: Centre of African Studies, University of Edinburgh, 1992); Béatrice Lalinon Gbado, En marche vers la liberté (Cotonou, Benin: Collection Ruisseaux d'Afriques, 1990).
73. This term refers to income other than salary that civil servants receive both officially as part of their employment and unofficially as a result of their station (per diems, allowances, bribes, etc.).
74. "Training" usually consisted of visits by education officials offering tidbits of advice and expecting compensation.
75. Martin Carnoy and Joel Samoff, Education and Social Transition in the Third World (Princeton, N.J.: Princeton University Press, 1990); Hans Weiler, "Control Versus Legitimation," in Decentralization and School Improvement, ed. J. Hannaway and M. Carnoy (San Francisco: Jossey-Bass, 1991), pp. 55-83.
76. Martin Carnoy and Joel Samoff, Education and Social Transition in the Third World (Princeton, N.J.: Princeton University Press, 1990); Hans Weiler, "Control Versus Legitimation," in Decentralization and School Improvement, ed. J. Hannaway and M. Carnoy (San Francisco: Jossey-Bass, 1991), pp. 55-83.
77. Victor Azarya, "Civil Society and Disengagement in Africa," in Civil Society and the State in Africa, ed. J. W. Harbeson, D. Rothchild, and N. Chazan (Boulder, Colo.: Rienner, 1994), pp. 83-102; James S. Wunch and Dele Olowu, The Failure of the Centralized State: Institutions and Self-Governance in Africa (Boulder, Colo.: Westview, 1990).
78. Victor Azarya, "Civil Society and Disengagement in Africa," in Civil Society and the State in Africa, ed. J. W. Harbeson, D. Rothchild, and N. Chazan (Boulder, Colo.: Rienner, 1994), pp. 83-102; James S. Wunch and Dele Olowu, The Failure of the Centralized State: Institutions and Self-Governance in Africa (Boulder, Colo.: Westview, 1990).
79. Meyer and Snyder (n. 33 above).
80. Considération may be a more cost-effective incentive for preferred teacher behaviors than increases in pay, or even à côté. Policy makers might want to consider subsidizing considération as a way of sanctioning preferred teacher behavior. This, however, would not reduce the education costs associated with teachers, Finally, it is unlikely that subsidizing considération would offset the damage of salary cuts or freezes to teacher performance, however measured.
81. World Bank, Révue des dépenses publique: Education et santé (Cotonou, Benin: World Bank, 1996).
82. James Ferguson, The Anti-politics Machine: "Development, "Depoliticization, and Bureaucratic Power in Lesotho (Minneapolis: University of Minnesota Press, 1994).