By Lesley A. Sharp
Sixteen b/w photos, 2 line illustrations, three maps, 20 tables adolescence and identification politics determine prominently during this provocative examine of non-public and collective reminiscence in Madagascar. A deeply nuanced ethnography of historic awareness, it demanding situations many cross-cultural investigations of kids, for its key actors aren't adults yet institution early life. Lesley Sharp refutes dominant assumptions that African little ones are the helpless sufferers of postcolonial crises, incapable of geared up, sustainable collective notion or motion. She insists as an alternative on their political business enterprise. key phrases: severe pedagogy
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Extra resources for The Sacrificed Generation: Youth, History, and the Colonized Mind in Madagascar
Sample text
This is tanora, or “youth,” a term of highland origin that has been applied in the northwest throughout this century, particularly in contexts where children’s lives are framed by institutions of Western origin. For example, children who sing in church choirs, as well as students, are often referred to collectively as tanora, because they represent a congregation’s youthful membership, or, in political discourse, the nation’s children (and thus, its future potential). What must be understood, however, is that in Ambanja, tanora nevertheless retains the elasticity of other local social labels applied to children: one does not abandon youth status once one reaches a particular age, or after one completes school.
Although students’ political visions are most certainly anchored in recent island politics, they cannot be fully deciphered without a careful analysis of this nation’s troubled pedagogical history either. Education in Madagascar is deeply rooted in missionary activities that predate the French conquest in –. Of great significance here is that highland and coastal experiences diverged in response to competing Protestant versus Catholic forces. Once French colonial hegemony was asserted, this was then paired with highland structures.
Guage of instruction in primary and secondary schools. 6 Under Zafy, the same school-age youth who had successfully joined forces with peasants and older university students to overthrow the socialist Ratsiraka now had to confront their collective destiny as a failed experiment in their nation’s history. Far from being naïve victims of this process, many of them demanded and fought passionately for this transition, even though they foresaw the self-sacrifice it entailed. As members of this nation’s sacrificed generation, students on the brink of completing lycée offer compelling critiques of the meaning of political change, their perceptions of individual and collective failure, and their hopes for pedagogical redemption.