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Language And Learning In A Post-Colonial Context: The Case Of Haiti

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dc.contributor.advisorMargaret L. Gebhard
dc.contributor.advisorLaura Valdiviezo
dc.contributor.advisorPatrick Mensah
dc.contributor.authorJean-Pierre, Marky
dc.contributor.departmentUniversity of Massachusetts - Amherst
dc.date2023-09-23T09:20:48.000
dc.date.accessioned2024-04-26T14:00:35Z
dc.date.available2014-06-11T00:00:00Z
dc.date.issued2011-05-01
dc.description.abstractThe purpose of this study is to investigate historical and linguistic forces that interact to undermine school achievement in Haiti. From a sociocultural perspective, this study explores the social, political, and historical forces that mediate language ideology and practices in Haitian schools and how such ideology and practices influence students' academic achievement. This study analyzes the role of French and Creole in schools and investigates the linguistic tensions in the Haitian society where Creole, the home language of both students and teachers and the only language broadly used in the country, is relegated to secondary importance in education and other institutional settings. The study relies on ethnographic data collected in a third grade, a fourth grade, a fifth grade, and a sixth grade classroom in a private and a public school in a semi-urban area around the capital city of Haiti as well as data collected in different sectors of the society (e.g. state and private institutions). Building upon the literature regarding classroom discourses and the literature on sociocultural theory, coloniality, language ideology, and symbolic domination, this study problematizes language and educational practices in Haiti and offers recommendations for rebuilding Haiti's educational system in the aftermath of the devastating earthquake of January 12 th 2010. Given the role of students' home language in their instruction, this study argues that any effort aiming the revitalization of the school system in Haiti needs to take into consideration issues related to language in the education system.
dc.description.degreeDoctor of Philosophy (PhD)
dc.description.departmentTeacher Education and Curriculum Studies; Language, Literacy, & Culture
dc.identifier.doihttps://doi.org/10.7275/5680164
dc.identifier.urihttps://hdl.handle.net/20.500.14394/12658
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1250&context=dissertations_1&unstamped=1
dc.source.statuspublished
dc.subjectEducation
dc.subjectSocial sciences
dc.subjectCaribbean studies
dc.subjectEducation in Haiti
dc.subjectEducation in post-colonial context: Haiti
dc.subjectHaitian creole studies
dc.subjectHaiti and post-colonialism
dc.subjectLanguage and learning
dc.subjectLanguage ideology
dc.subjectHaiti
dc.subjectPostcolonialism
dc.subjectFrench
dc.subjectCreole
dc.subjectAnthropological Linguistics and Sociolinguistics
dc.subjectEducational Psychology
dc.subjectEducational Sociology
dc.subjectEducation Policy
dc.titleLanguage And Learning In A Post-Colonial Context: The Case Of Haiti
dc.typecampus
dc.typearticle
dc.typedissertation
digcom.contributor.authorJean-Pierre, Marky
digcom.date.embargo2014-06-11T00:00:00-07:00
digcom.identifierdissertations_1/253
digcom.identifier.contextkey5680164
digcom.identifier.submissionpathdissertations_1/253
dspace.entity.typePublication
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