Chapter 1: | Introduction |
Ideological Context
Because of the myths propounded by the architects of the colonial ideologies and, above all, the potential for massive economic gains, the French colonial power consistently denied recognition to African languages and cultures and systematically imposed its own language on its colonial subjects. In reaction to these oppressive attitudes, African elites (intellectual, political, and religious, among others) rejected the colonial ideologies and demanded space and recognition for their own languages and cultures. These claims were backed by counterideological arguments and historical facts that sought to demonstrate African cultures and values.
However, after the country became independent, language became a central issue for nation building and policy formulation in relation to its role in the education system in Africa. In Senegal, language use in education was among the issues that drew the most controversy, attention, and passion because it highlighted a bipolar opposition between Senghor, a zealous supporter of the French language and culture, and Cheikh Anta Diop, a tireless advocate of the Senegalese languages.
In 1934, Senghor, along with a group of young Francophone students, including Aimé Césaire and Léon-Gontran Damas, started the Négritude movement, a literary and artistic movement launched as a reaction against French racism. As described by its supporters, ‘objectively, it [the Négritude movement] is a condition, i.e. all the values of black civilisation, and subjectively, it is a passion, the way to live this condition, this situation Black people in the world’ (Senghor, 1974, p. 10; translation).
Although the Négritude proponents stood up to the colonial oppressors and highlighted the vast Black cultural and linguistic heritage, they still accepted the supremacy of white people. For example, Senghor articulated the idea that ‘emotion is Black and reason is Hellenic’ (Senghor, 1964, p. 24; translation), and Césaire eulogised Western scientific and technological prowess while celebrating the ‘un-scientific’