Diame, Maguette

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Ph.D.
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Diame
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Maguette
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Education
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Specialized in Education in culturally relevant eduction Africa, education in emergency settings, and language teaching.
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20202
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    PublicationOpen Access
    LE CONTE AFRICAIN DANS L’ENSEIGNEMENT DU FRANCAIS : ASPECTS SOCIO-EDUCATIFS ET EXEMPLES PRATIQUES
    (2020-05) Diame, Maguette
    Ce mémoire explore le rôle du conte dans l’enseignement de la langue française. L’étude se focalise sur les aspects culturels, socio-éducatifs et didactique des contes en se focalisant sur le conte Africain d’expression française. Pour ce faire, l’étude a d’abord revu des articles et ouvrages pertinents à la littérature africaine d’expression orale y compris le conte avant d’explorer la place du conte dans la littérature africaine d’expression française. Cette revue de la littérature montre différentes approches utilisées par les écrivains pour inclure les contes dans la littérature. Le recueil de contes et l’intertextualité sont les formes les plus présentes dans cette étude car étant les plus utilisées par les écrivains de contes africains. Sur le plan pédagogique et didactique, cette étude s’est basée sur la méthode communicative d’enseignement de la langue (CLT) pour proposer des cas pratiques d’enseignement/apprentissage de deux contes africains (La Cuillère Sale et Le Roi et Ses Trois Enfants) et un conte français (Le Petit Prince, Chapitre xv). Ces leçons, destinées aux élèves des Collèges D’enseignement Moyen des pays Francophone et aux élèves/étudiants de niveau intermédiaire en français aux États-Unis, constitue un prétexte pour explorer la littéraire et la cultures africaine et françaises à travers des exercices communicatifs. L’étude a montré que le conte est sous exploite dans l’enseignement du français à travers le monde alors qu’il regorge d’aspects socio-éducatifs et culturels bénéfiques aux apprenants. L’étude suggère aussi une formation préalable des enseignants sur la littéraire et l’histoire africaine avant de s’engager sur l’enseignement du conte africain en particulier pour en tirer le meilleur et éviter interprétations inexactes ou de renforcer certains stéréotypes.
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    PublicationOpen Access
    TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES
    (2020-05) Diame, Maguette; Diame, Maguette; Diame, Maguette
    The dissertation explores the discourses of traditional values, local practices, and community engagement within a selected community in Thies, Senegal and its high school environment. The study investigates the ways in which these cultural elements are present in the daily life of the community as well as how they are or could be integrated in formal teaching. In particular, I studied the concepts of Jom (hard work, pride, dignity), Kersa (decency), Suturë (discretion), Muñ (endurance), Teranga (hospitality), Maslaa (negotiation), Kal (kinship), and Suture (Protection) in particular. My own experience as a language teacher who has lived and studied in the United States was also used to complement this critical ethnography study, using a critical auto-ethnography lens. These discourses illustrate power dynamics, controversies, difference in perceptions, and implications regarding these socio-cultural concepts. The study shows that discourses around traditional values describe the positive nature of most of them and the positive effects they have had on Senegalese communities and could have on formal schooling. However, many comments reveal negative perceptions and misuse of some traditional values (particularly Maslaa and Suturë), referred many times as traditional moral principles because of the controversial perceptions. The data findings depict a double-edged nature of the concepts under study. The analysis also reveals that people in the community and at school refer frequently to the aforementioned concepts, the Wolof language, and to some historical figures as embodiments of such values or moral principles. As for presence of values at formal schools, the findings show that there is no formal part of the curriculum on traditional values including moral principles, local practices, or local languages in the middle/high schools in Senegal. However, teachers, students, parents, and school administrators use or refer to traditional values informally, consciously or unconsciously, within the school premises. Therefore, there is an existing Third Space in the community and the school, but it is not explored for more culturally relevant education and to perpetuate positive local values. The investigation also provides interesting findings on the local community’s involvement and reveals that besides the APE members, few parents participate in the school activities.