TEACHER EDUCATION Final Paper

School of Humanities Minor Field Studies

History Section

The Colonial Era in the Gambian Secondary School History Teaching

Supervisor: Magnus Persson Josefine Pedersen

Examiner: Peter Aronsson

Gox code: GOX 189

Term: Autumn 2007

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The aim of this thesis is to study and analyse how the manifestation of the British colonial era

is presented and interpreted in Gambian secondary school history teaching. The sources used

in this study are the history syllabus, history textbooks and a few teachers. The research

questions are: To what extent is the colonial era projected in the history teaching, if so, why is

so much emphasis focused on the colonial times? What attitudes do the people have regarding

the colonial era and the British; what is positive and what is negative with the strong focus on

the colonial times?

The reason why I have chosen to study the colonial era and its magnitude and

impact in the history teaching in the Gambia, is that this is an unexplored subject and I found

it interesting to focus on this subject and put it in relation to such a small country as the

Gambia. The reasons mentioned above is what it makes it interesting to study how the

colonial era is viewed in the history teaching in the Gambia and how teachers handle this

subject. How do they handle this period of history in a former colony?

In this study I have used the qualitative method. My empirical material has been

collected through history schoolbook analysis, interviews with three teachers and participated

classroom observations in the history subject. My theoretical framework includes concepts

like learning procedure, learning dilemmas and attitudes about colonialism, which are

described and discussed.

The colonial era is frequently emphasised in the history teaching in the Gambia,

almost all the history teaching consist of this subject area. Furthermore, the attitude towards

this era and the British colonisers varies among interviewed teachers. One conclusion is that it

is important to convey both a positive and a negative view about this matter.

Keywords: Colonialism, the Gambia, history teaching, senior secondary school

Abstract

Author: Josefine Pedersen Title: The Colonial era in the Gambian secondary school history teaching Bachelor thesis, Teacher Education, 61-90 p

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Table of contents

1 Introduction ...................................................................................................... 1

1.1 Aim, scope and research questions .................................................................................. 2 1.1.1 Limitations ............................................................................................................................................ 3 1.1.2 Disposition............................................................................................................................................ 4

2 Frame of references.......................................................................................... 5

2.1 The process of learning .................................................................................................... 5

2.2 The transformation of the school system in the Gambia ................................................. 8

2.3 Perspectives on colonialism........................................................................................... 14

3 Material and method...................................................................................... 19

3.1 Methodological approach .............................................................................................. 19

4 Empirical results............................................................................................. 22

4.1 School book investigations ............................................................................................. 22 4.1.1 History of the Gambia made simple ................................................................................................... 23 4.1.2 Africa at a Glance............................................................................................................................... 28

4.2 Interviews ....................................................................................................................... 33 4.2.1 The teaching situation ........................................................................................................................ 34 4.2.2 Perspectives of the British .................................................................................................................. 35

4.3 Classroom observations ................................................................................................. 39 4.3.1 Daddy Jobe Comprehensive School ................................................................................................... 39 4.3.2 Kotu Senior Secondary School ........................................................................................................... 44

5. Analysis........................................................................................................... 46

6. Final words..................................................................................................... 49

References .......................................................................................................... 51

Literature.............................................................................................................................. 51

Sources ................................................................................................................................. 51 Websites ...................................................................................................................................................... 52

Personal Archival................................................................................................................. 52 Interviews .................................................................................................................................................... 52 Discussions .................................................................................................................................................. 52

Appendix A, Interview guide ................................................................................................ 53

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1 Introduction In this chapter, I introduce the reader to the colonial era with its impacts. The chapter begins

with a small background which will lead the reader to the research questions and then the

purpose of the entire thesis.

It is the combination of Government and People, working together in union and

harmony, that will lead us to achieve the progress that we all desire.

We must stand together as one people with one goal and move forward as one

nation. For if we insist on pursuing our personal goals without keeping our

collective objectives and responsibilities in mind then indeed we shall be divided

and divided we shall fall. (National Pledge in the Gambia)

The Gambians are proud of their country, they are united and they fight together, exactly as

the quotation says above “We must stand together as one people with one goal…” This

national pledge was written down in one of my Gambian sister’s schoolbooks.1 This phrase is

repeated in chorus every morning in school.

For me as an outsider, cultural differences are clearly noticeable in the Gambian

schools I visited. A common phrase is: “In Europe we have watches, in Africa we have time”.

Usually, the teachers do not arrive on time to their classes. Another reflection is that the

teachers and other citizens are very eager to give a positive impression of their country and

the Gambian people. This struggle for one unit as one people is probably a remnant from the

colonial era when the Gambians belonged to the British Empire. The Gambians want to be

liked and they want visitors to like their country.

Certainly, the colonial era is a period of history which has left legacies in the

world of today. For instance, the English language is spread all over the world. The official

language in the Gambia is English. Nevertheless, seven different tribal languages are still used

in the country. All the teaching is, however, in English. “Speak English always”, a sign in one

of the classrooms said.

The Berlin West African Conference, 1884-1885, is a significant part of

colonialism. Hence, Africa was divided and colonialism was formalised. Each part of Africa

has a beginning and an end of colonialism, with a distinction between the different parts of

1 Everyone living in your compound in the Gambia, is a member of your family

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Africa.2 In Sweden, colonialism is a modestly explored subject area. According to self-

obtained experiences during my own school period, this period in history is not given a large

amount of time in the Swedish teaching of history. In relation to the above, it would be

interesting to explore this historical event and put it into my major subject field, the school

system.

The Gambia, officially the Republic of The Gambia, is a small country located on

Africa’s west coast. A total of 1.6 million people live in the country. Between the years of

1888 and 1965, the Gambia belonged to the British Empire, and on 18 February 1965, the

Gambia became independent. This historical event may have left legacies in the Gambia, as

well as in all other colonised countries, such as a different social order, a different language,

and most importantly for my focus, a different school system. This will guide us towards a

recent subject in the curriculum, Colonial History.

1.1 Aim, scope and research questions

The aim of this thesis has developed during time and thus changed character during my stay

in the Gambia. The purpose has always focused on the colonial era in the Gambia in relation

to the country’s school system. However, my interest of this subject changed during my visit

to the country. A preconception before I left Sweden concerned the ignorance of the colonial

era in the Gambian education system. I thought that the colonial era had a very limited or

perhaps no scope at all in the Gambian education system, much due to my own experiences in

Swedish schools. Furthermore, I even had an idea that this subject was a sensitive issue that

people did not want to talk about. According to my own experiences during my school period,

the colonial era is a period in history, which made different countries on the African continent

and their people unable to pursue different development projects. Moreover, these

transmissions of knowledge, from teachers to students, are limited. Besides, these hypotheses

were challenged during my first day at school in the Gambia when almost the entire history

class was about my keyword, the colonial era. Therefore, the aim of this research resulted

particularly in one question:

1. To what extent is the colonial era projected in the teaching of history, if so, why is

there so much emphasis on colonial times in the Gambia?

2 Discussion with Mr. Awasom, 2007-04-10

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I found it interesting to explore and clarify this topic in connection to my second hypothesis,

the Gambians’ reflections of the colonial era. Therefore, an additional question will be

interesting and valid to explore for the purposes of this thesis:

2. What attitudes do the Gambian people have regarding the colonial era and the British;

what is positive and what is negative about the colonial times?

This field is an unexplored area. Therefore, it was difficult to find previous research about this

subject, particularly in relation to the Gambia. There is a great deal of information in several

books and articles about colonialism and about the Gambia but there is nothing about the

magnitude and impact of the British colonial era on the teaching of history in Gambian

secondary schools.

A common mistake and misunderstanding is the following statement, “the

British took over the Gambia during a period of 400 years”, according to Mr. Awasom. You

have to construct a definition of colonialism, since the period has a beginning and an end.3

Colonialism is a term that usually refers to the rule of a group of people by a foreign power;

its definition is the domination of the weak by the powerful, a takeover. A group of people

and their land make up a colony, and a foreign power sends people to live in the existing

colony to govern it and to use it as source of wealth.4

This investigation is about the colonial era and how it is presented and

interpreted in the Gambian history teaching. Moreover, I will try to uncover the attitudes

among history teachers about the colonial era and the British. Therefore, the theoretical

framework will consist of a general background to this investigation. Later on, I will tie the

investigation and the theoretical background together into a conclusion.

1.1.1 Limitations

Due to the limited time spent in the country, I had to limit my work. I have focused on upper

secondary school, because of my own future profession as an upper secondary school teacher.

Consequently, this project will be more relevant for my future professional position. Two

different schools have been visited in the Gambia, Daddy Jobe Comprehensive School and

Kotu Senior Secondary School. I came in contact with Daddy Jobe Comprehensive School

3 Discussion with Mr. Awasom, 2007-04-10 4 Project, by Mr. Mamadou Lamin Dibba, 2005-06-30

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before my arrival in the Gambia. One of the sons in my host family, my brother, was a former

student at this school.5

Two history schoolbooks have been investigated, interviews with three teachers

have been carried out, eight classes have been observed, and the National History Syllabus

has been investigated.

The focus of the study is on the teachers. Due to time constraints, I had to make

a choice whether I wanted to focus on the teachers or the students. The option to focus on the

teachers will provide more details concerning the subject of this investigation. Nevertheless, it

would be interesting to make a comparison, if this information from the teachers corresponds

to the students’ impressions. Further details about this problem area will be given in the

chapter entitled Final Words.

1.1.2 Disposition

The implemented investigations underlie the analysis in this thesis. These investigations will

be accessible in Chapter 4, Empirical results. Preceding this chapter, a theoretical framework

will be presented which will serve as an introduction to the aim of this thesis, and

furthermore, it will provide a link to the coming analysis.

The above mentioned chapter, 2 Frame of References, is followed by Chapter 3,

Material and Method, which describes the current methods used in this thesis. Later on, these

methods will serve as a framework for the implemented investigations. The results of the

investigations will be presented in Chapter 5, Analysis. Hence, in this chapter, the connections

between the different elements of the investigations will be portrayed. Therefore, the reader is

not able to access the results one by one on the basis of different investigations. Due to one of

the aims of this thesis according to the triangular methods of the investigation, a link between

the different elements will be in focus. Thus, it will be more relevant to illustrate these

associations in an overview

In chapter 5, Analysis, the theoretical framework will be anchored to the results

of the empirical investigations. Hence, associations between these fields will be illustrated.

Do the results of the analysis correspond with the theoretical framework of this thesis, or will

there be significant differences?

5 Everyone living in your compound in the Gambia, is a member of your family

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2 Frame of references

The theoretical framework is important when a case study is implemented. It is important that

the researcher is aware of previous research considering the main subject area. Thus, a

repetition of the research will not be produced, it will serve as an assist for the approaching

thesis.6

Small quantities of previous research considering the subject of this thesis were

found. The content will, above all, be connected to the school system. Nevertheless, a

connection to the African society and its school culture will be worked through.

I found one previous research that is of significance for this thesis, Learning

dilemmas in African Schools- Youth, Nationalism and the Transformation of Knowledge, by

Cati Coe. Her research was based on field work in Africa, in Ghana. Coe discovered different

learning dilemmas in African schools. Therefore, I found this study valuable for this thesis,

because of the connection between Africa and the school culture. I will be able to investigate

potential relations between Ghana and the Gambia and if possible, to compare the results of

her study with the situation in the Gambia.

A second previous research of interest for this thesis is a study by Jacob Thelin.

He implemented his study in the Gambia. He made an evaluation of the Gambiagrupperna in

the Gambia. Gambiagrupperna has the aim of building schools in the Gambia and Thelin

investigated the results of this work when he studied different schools built by the

Gambiagrupperna in the Gambia.

In chapter 2.3, Perspectives on colonialism, I describe different beliefs about

colonialism, presented by different scholars. I will summarize the different thoughts consider

this matter and, later on, possible connections between this chapter and implemented

investigations will be tried out.

2.1 The process of learning

This chapter consists of a Swedish model of learning. Reasonably, it is relevant to discuss this

issue to make a comparison with the Gambian situation. It will make it easier for Swedish

readers of this thesis to understand the Gambian school system on the basis of the Swedish

situation as a starting point.

6 Denscombe, M. (2000) p 199-200

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Learning is a process and the school with its system is only a small part of this.

The main material of learning is experiences, both your own registrations from the world

around and the work of your body. Individuals create their structures by their experiences.

These structures will be expressed by the behaviour of the individual. Moreover, these

expressions are the link between the teacher and the students.7

Within the educational system, the work starts from three general starting-

points: the condition of the individual, the aim of the school work and the assignments that

will lead the individuals towards the goal. A high-quality school will be characterized by the

students in centre. The students will be in focus as the goal directions are individualized.8

Measure of knowledge, by quantity of text, is a common method inside the

world of school. Nevertheless, books of fact and other textbooks signify sources of

knowledge. Mostly, the statement of textbooks is conformed to a structure we call “subject”.

A subject is a construction of a way of thinking which is composite by several individuals.

This problem is only a product of reasoning and a collection of concepts and theories as a help

meant for thoughts.9

An established goal will serve as pictures of the future. Moreover, the Swedish

school is goal centred. Therefore, the curriculum will formulate pictures of the future for the

students. The main goal is to put these pictures into reality. The curriculum will formulate a

model of the student when he or she leaves the nine-year compulsory school.10

According to Gunilla Svingby, it is difficult to find a translation of the English

word “curriculum”, and also, the English word “syllabus”. The Swedish concept of “läroplan”

is therefore complicated to assemble with the mentioned concepts. Furthermore, the English

designations will have several kinds of meaning depending on association.11 Consequently,

the word of curriculum, syllabus and “läroplan”, may have diverse significance. The word of

curriculum is the official translation, according to Skolverket. You will find a translation of

the Swedish “läroplan”, attending for upper secondary school, Lpf 94, towards the English

language.12 By my obtained experiences, both the word of curriculum and syllabus are applied

in the Gambian school system, with diverse kind of meaning. Curriculum will be translated to

“läroplan”, syllabus will be translated to “kursplan”. In the Swedish society, the official sight

7 Denscombe, M. (2000) p 73 8 ibid p 8 9 Dahlgren, H. (1995) p 75 10 ibid p 82 11 Svingby, G. (1979) p 110 12 Lpf 94, (2006)

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of “läroplaner” is the instrument of guide the work inside the school system. “Läroplanen”

will be the framework of the work at school as it is the instrument of ruling.13

Lpf 94 is the name of the current “läroplan” in Sweden, attending for upper

secondary school. The goals of this document are extensive. The teacher and his or hers

students, have the authority to choose the way of working and the content of diverse classes.

The development of “läroplan” has gone through a process from regulation of control to a

regulation of purpose.14 Sections below will consist of extracts from the Swedish “läroplan”,

Lpf 94:

acquire good knowledge in the courses that are a part of the pupils study

programme,

can use their knowledge as a tool to:

- formulate and test assumptions as well as solve problems

- reflect over what they have experienced

- critically examine and value statements and relationships

believe in their own ability and opportunities for development 15

The teacher should have the ability to manage different sorts of relationships. If you have this

ability there is less risk to be manipulated by your surrounding. Using direct communication

unless you don’t manipulate or let you be manipulated, is an important way of communication

inside the school world. The teacher has to be consequent and goal-oriented.16 Encouragement

is an important part between teacher and students. A positive environment is an important part

of learning. The students will be able to, in a better way, receive the given information.17

Sources of learning will consist of several procedures. Therefore, the textbooks

will not be the only foundation. All kind of experiences, from a pedagogic perspective, serves

as different sources of learning. Human beings, literature, databases, excursions, newspapers,

observations, discussions and own reflections, are all different kind of sources used in the

learning process.18

13 Dahlgren, H. (1995) p 11 14 http://www3.skolverket.se/ki03/front.aspx?sprak=EN&ar=0708&skolform=21&infotyp=2&id=21, 070615 15 Lpf 94, (2006) p 10 16 Dahlgren, H. (1995) p 103-104 17 ibid p 106 18 ibid p 143-144

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An important way of learning is the activity of the students, curiosity is an

important part. By asking questions, the student will be able to both find answers and illustrate

his or hers interest for the subject.19

Teaching facilities may have the substance of two different meanings, technical

assistance and different teaching skills by the teacher. Therefore, facilities do not need to have

the substance of virtual assist, it depends on the capacity of the teacher. For instance, the

technique of black board writing is vital.20

2.2 The transformation of the school system in the Gambia

I will in this part focus on the change of the school systems in the Gambia during the last

decades. In doing this I will use policy documents issued by the Department of State for

Education and the earlier presented study by Cati Coe, Learning Dilemmas in African

Schools- Youth, Nationalism and the Transformation of Knowledge.

Cati Coe discusses the different kind of dilemmas which exists in African

schools. Her field work in Ghana is the main source of this book. Her study examines the

production of national culture in Ghana through schools.21 Furthermore, I will compare the

transformation of the school culture in the Gambia with Coe’s results.

The Gambian education system has over the years undergone a series of

significant changes, reaching from partial structural reforms to a radical transposition of many

of its aspects. These guidelines are directed both from national and international contexts. The

interventions have transformed the system according to national priorities and visions. The

quality and relevance of education is one of the major challenges of The Gambia’s education

system.22

The President of today in the Gambia, Dr. Alhaji Yahya A.J.J. Jammeh, has

committed himself to the development of the Education system in the Gambia. “A

Responsive, Relevant and Quality Education for All Gambians”, is a mission statement

developed by the Department of State for Education in the Gambia, therefore, also by the

President.23

19 Dahlgren, H. (1995) p 145 20 ibid p 152 21 Coe, C. (2005) p 8 22 Education Policy of the Gambia 2004-2015, p 4 23 http://www.edugambia.gm/about/index.html, 2007-02-15

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To transform The Gambia into a financial centre, a tourist paradise, a trading, export-

oriented, agricultural and manufacturing nation, thriving on free market policies and

a vibrant private sector, sustained by a well-educated, trained, skilled, healthy, self-

reliant and enterprising population, and guaranteeing a well-balanced eco-system and

a decent standard of living for one and all, under a system of government based on

the consent of the citizenry.”24

The president here describes a number of goals for a modern society comparable

to Western European states. It is easy to understand his interest for a good education system

as that seems to be part of the necessary condition for his objectives.

The quotation above corresponds with a part of Cati Coe’s study, as she implies

that African countries have been influenced by Ghana when they integrate culture into their

school curricula.

Every Ghanaian needs a sense of cultural identity and dignity, Ghana has a cultural

heritage of individual ethnic cultures and promoting a unified Ghanaian culture will

ensure a sense of national identity and make the nation stronger and more unified.

This will help the pupils to be proud of themselves and their society. A proper

cultural identify will help free our minds from dependency on the cultures of other

people.25

“Teachers see the cultural studies syllabus, in particular, as a top-down reform,

imposed from above by government bureaucrats”.26 Learning more about culture and its

languages, does not seem that interesting to Ghanaians at present. Instead, because of a

possibility of connections in an economic system, learning English and French seems to be

more motivating.

According to Cati Coe, “schools in Africa are associated with access to colonial

power, entry into state employment, and the rejection of conventional ways of living”. For

this reason, as part of their rehabilitation and appropriation efforts, African states have

inserted culture into school curricula and extracurricular activities.27

The development of education in the Gambia took place above all and started

1988. At that time, less than 50% of Gambian children went to school. Therefore, the main

aim was to increase the number of pupils. The government improved and concentrated on

24 Education Policy of the Gambia 2004-2015, p 13 25 Coe, C. (2005) p 10 26 ibid p 56 27 ibid p 10

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three different issues: access, quality and relevance.28 According to the President of the

Gambia, the Gambian citizens have a responsibility of the education, “they should ensure

their shared values in defense of a common interest”, according to the President.29

The first ten-year policy (1976-1986) was limited in several aspects. Thus, the

education was provided for the succeeding fifteen-year policy (1988-2003).30 This policy

concentrate on how the basic learning needs of all can be met. The government of the

President wants to reform the education system to ensure quality, relevance and justice.31 This

statement has resulted in a significant accessibility to relevant basic education. Therefore, the

last decade principally witnessed an unparalleled expansion of the system at all levels, from

early childhood education to tertiary and higher education.32 1995, a Review of the Education

Policy took place. One of the main issues concentrated on the lack of adequate trained

teachers. This dilemma affected the quality of education in the Gambia.33

Moreover, the government and the schools work side by side since the state

controls the citizens and therefore the pupils at the schools. Furthermore, the expansion of the

state is linked to the expansion of mass education. Coe says that this is particularly common

in postcolonial states, like Ghana and the Gambia. Because of the expansion of mass

education, children spend more time in school. Schools are one of the most continual zones of

contact most people have with the state, and they become a way for the states efforts to reach

and shape its population. “In the late nineteenth century, schools helped turn ‘peasants into

Frenchmen’”.34

Mass education seems to be a product of the West as a reason to move in the

direction of greater progress. The transformation of the country’s children to good citizens will

be an important issue in Africa. Therefore, this type of education came in focus when the

structure of mass education will be closed connected to the creation of nation.35 Coe implies,

“… hopes to produce a type of student who is ‘Western’ in his intellectual attitudes towards

life…”36

Qualified teachers are an issue in the Gambia, particularly in rural areas. Poor

housing conditions and inadequate stimulations for teachers are factors responsible for the

28 http://www.edugambia.gm/about/education_background.hrml, 2007-02-15 29 http://www.edugambia.gm/about/index.html, 2007-02-15 30 Education Policy of the Gambia 2004-2015, p 4 31 http://www.edugambia.gm/about/index.html, 2007-02-15 32 Education Policy of the Gambia 2004-2015, p 4 33 http://www.edugambia.gm/about/education_background.hrml, 2007-02-15 34 Coe, C. (2005) p 4 35 ibid p 136 36 ibid p 59

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poor maintenance of trained and qualified teachers in rural areas.37 It is a disadvantaged and

marginalized situation for the teachers in this area and this results in a situation where the best

teachers are only accessible in the urban area. A large number of teachers are unauthorized in

the Gambia, this will provide affects on the quality of the education.38 According to Thelin,

“many teachers look for another kind of job”.39 According to Cati Coe, the described situation

above is as in Ghana.40

In the Gambia, another education policy started in 2004 and is still official. This

policy period, 2004-2015, focuses on ensuring that the right to quality education for all is

upheld and that “Education for All” is achieved. A main issue in this policy is to eliminate

gender and regional problems. “Eliminating poverty, enhancing quality living and develop a

learning society forms the keystone of this policy”.41

The Department of State for Education in the Gambia has produced several

models and institutions for the development of the education. The educated-related

Millennium Development Goals (MDGs), “Education for All” (EFA) goals, the New

Partnerships for African Development (NEPAD) education-related goals, and the country’s

Poverty Reduction Strategy Paper (PRSP) are developed to allow educational opportunity and

improve the effectiveness of education at all levels.42 “Rethinking Education for Poverty

reduction”, was the theme of the policy consultations. Thus, the background of this policy

seeks to improve the human capital of the country by reducing the number of people living

below the poverty line.43

The primary goal of the education development is to bring more Gambian

children to school. Nevertheless, far more wealthy households in the society, compared to

poorer households, register more children in school. Thus, the rich benefit disproportional

more from government spending on education than do poor households. The rich 20% of

households receive D460 per primary school-age child, 7-12 years old. In poor households

they receive D325.44 This follows from the share of school-aged population per household.

Household costs on education shows the amount to which the burden of paying for education

weights more heavily on the poor.45

37 Education policy of the Gambia 2004-2015, p 12 38 Thelin, J. (1998) p 24 39 ibid p 25 40 Coe, C. (2005) p 25 41 Education Policy of the Gambia 2004-2015, p 4 42 ibid p 8 43 ibid p 9 44 D460=125SEK, D325=88SEK 45 Education Policy of the Gambia 2004-2015, p 10

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According to the Department of State for Education in the Gambia, the primary

goal has succeeded as the number of pupils in schools in the country has increased over the

years. This is caused by the equitable access to basic, senior secondary, tertiary and higher

education, regardless of gender, age, religion or disability. Basic education is for free and

compulsory in all government and grant-aided schools. Therefore, user fees will be abolished

at this level.46 The increasing enrolment will depend on children from lower income groups.

The private cost of education is considered to be a barrier to attending school. Therefore,

government financial support is still in favor of the higher income groups. Also, the cost per

student at lower basic level has increased from D515 to D565.47 Three different levels, grade

1-6, 7-9, and 10-12, pertain to the Gambian school system. Last mentioned level will be

categorized as the Swedish Gymnasium, 16-19 years old.

Cati Coe implies that the situation for the students is not unchallenging. Most of

the pupils in secondary school have hope of progressing to the university. Because of different

reasons the students are not able to finalize this process, the main cause is the exam failure.

You have no access to the University if you have not undergone the exams. Thus, many of the

classes are supposed to serve as a tool for passing the exam. During colonial times, the school

level above, secondary school, created a small elite. Later on, at the same time when the

number of secondary schools increased, the distinction between these types of schools became

the new assess of elite status.48

The stipulation of education for girls is also an improved goal demanded by the

President. Moreover, the number of female students has increased, which is a positive trend

according to the Department of State for Education. In upper basic and senior secondary

levels, there are still less girls. The cost concern is the main barrier of this issue. To solve this

problem, the government provides the Scholarship Trust Fund and the President’s

Empowerment Girls Education Project (PEGEP), with the aim to give the girls the

opportunity to access secondary schools. 49 In rural areas, the scheme will cover the cost of

uniforms and stationary of disadvantaged girls. The Gambiagrupperna claims that “If you

educate a man, you will educate one individual. If you educate a woman, you will educate a

whole nation.”50

46 Education Policy of the Gambia 2004-2015, p 20 47 ibid p 11 48 Coe, C. (2005) p 143 49 Education Policy of the Gambia 2004-2015, p 11 50 http://www.fadderbarn.org/gambia.html, 2007-02-15

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Access to textbooks is an issue in the Gambia. They have been improved and are

now more relevant for the Gambian school teaching. A further goal is presented, that each

child have access to a textbook at Primary Level, and they are for free.51 However, according

to my own experiences in the Gambian school teaching, at secondary level, the students have

to pay for the textbooks and not everyone can afford this amount. Therefore, the teacher will

make a summary of the current area and write these summarized comments on the blackboard

to help his or hers students.

Different guiding principles have been worked out in relation to the education in

the Gambia and they belong to the content of the 2004-2015 policy. Two guiding principles

are as follows, “Non-discriminatory and all-inclusive provision of education underlining in

particular, gender equity and targeting of the poor and the disadvantage groups”, and “Respect

for the rights of the individual, cultural diversity, indigenous languages and knowledge”.

Furthermore, three of the basic aims of the education policy are, “promote a broad-based

education at the basic level for life long learning and training”, “create an awareness of the

importance of peace, democracy and human rights”, and “promote a sense of patriotism:

service, loyalty, integrity and dedication to the nation and humanity”.52

Secondary education in the Gambia will maintain quality education as well.

Therefore, SSS (Senior Secondary School) education will be expanded. Focus will be on the

elimination of gender disparities. Several institutions and organizations, for instance, NGOs,

will be encouraged to participate in the establishment of SSS. Education at this level is

following a three-year course, 10, 11 and 12. In grade 12, the students undergo the West

African Senior Secondary Certificate Examination (WASSCE). Moreover, the SSS

curriculum contains guiding principles for this education level. The main principle prepares

students for higher education. A teaching syllabus will work as a complement of learning and

it will harmonize with the syllabus at upper basic level.53

The curriculum in the Gambia designates its quality and relevance. “The

curriculum will emphasize the development of the understanding of the application of

knowledge, problem solving skills, manipulative skills, good citizenship and environmental

education across all levels”.54

I have shown how the Gambian state has invested in the education sector with

the aim to create the foundation for a modern society. This is a process that will continue for a

51 http://www.edugambia.gm/about/education_background.hrml, 2007-02-15 52 Education policy of the Gambia 2004-2015, p 13 53 ibid p 35 54 ibid p 35

14

long time and several limitations are obvious. The most restrained limitation is the cost issue.

Still, the Gambia is assorted as one of the poorest countries in the world, wherefore the

population have difficulties to undergo developments as in the education sector.

2.3 Perspectives on colonialism

It should be remembered that colonialism may be understood in different ways and also be

presented in different ways in school books. I will in this section present two different

interpretations of colonialism.

Colonialism lasted in most parts of Africa for less than hundred years, from the

years between the 1880s to the 1960s. According to Adu Boahen, in the history of a people

and a whole continent, this is definitely a brief period. Among The Berlin West African

Conference, 1884-1885, “European robber statesmen sat down to decide who should steal

which parts of Africa”.55 Furthermore, the impact of colonialism was positive as well as

negative, according to some scholars. Moreover, Adu Boahen claims “the positive effects

were mostly accidental by-products of activities or events intended to promote the interests of

the colonizer”.56

The following chapter describes different interpretations about colonialism.

Above all, this chapter consists of two scholars diverse from each other. Walter Rodney, a

particularly critical scholar claim that colonialism served as a “one-armed” bandit. Walter

Rodney emphasizes the selfishness of European motives for colonization.57 According to

Walter Rodney, the only positive development during colonialism was when it ended.58

Hence, to be colonized is to be removed from history, and African political states lost their

power. A number of smaller states were “removed from the face of Africa” by the Belgians,

Portuguese, British, French, Germans, Spaniards, and Italians.59 Colonized Africans were

pushed around into positions which suited European interests and which were damaging to the

African continent and its people.60

Adu Boahen is another scholar who has written about colonialism and he

conveys other interpretations than Walter Rodney. “… a network of roads and railways; and

basic services in health and education”, is a quotation in the direction colonialism wasn’t only

55 Rodney, W. (1982) p 135 56 Boahen, A. (1985) p 782 57 Falola, T. (2003) p 4 � han skrev om Rodney 58 Rodney, W. (1982) p 261 59 ibid p 225 60 ibid p 230

15

creating negative impacts on Africa. “It would thus appear that colonialism deserves neither

the praise nor the blame it has often been given for, if it did relatively little to overcome the

causes of poverty in the colonies, neither did it make them poor for the first time. Empire had

very significant economic effects, some good, some bad…”61

Scholars try to distinguish the different impacts of colonialism according to

three fields, political, economic and social. A great amount of peace and stability were created

in Africa during colonialism. Different tribes were existing before this period of history which

created instability and insecurity. This matter was prevailing in Europe as well during the 19th

century.62 However, “Before even the British came into relations with our people, we were a

developed people, having our own institutions, having our own ideas of government.”63 Later

on, it is widely accepted that Africa was colonized because of its weakness.64

Fixed boundaries are seen as a positive political impact of colonialism. Before

the arrival, and later on the occupation of Africa, several tribes and their kingdoms were

present. No boundaries between these tribes and their kingdoms were existing during this

period. Hence, different creations of tribes and kingdoms were supposed to agree and, maybe,

live together in the same area. Nevertheless, some of these boundaries were destroyed and the

tribes were mixed with different ethnic groups and kingdoms which led to social disruption

and displacement. The boundaries which were created and established during colonialism are

still present in Africa.65

Pan-Africanism is seen as another positive political impact of colonialism on

Africa. National expression as a sense of belonging, brotherhood, was formed as an attempt

for an identity of black men. This term has been widely extended between native black

Africans. This sense of brotherhood appeared in a common fight against colonialism. As a

result, this political impact will be seen as a by-product of the colonizers activities. The

development of nationalism created a sense of anger, frustration and humiliation caused by

the activities by the colonizers.66

The colonizers changed the African societies according to their own values and

administrative systems in Europe. This resulted in a weakening of the indigenous systems of

government. The British and the Belgians utilized some of the African traditional settlements

and traditional rulers. Instead of advisors to these traditional rulers, the colonial officials

61 Boahen, A. (1985) p 783 62 ibid p 784 63 Rodney, W. (1982) p 33 64 ibid p 145 65 Boahen, A. (1985) p 785-786 66 ibid p 785

16

became dictators when using the manipulation technique.67 Furthermore, the mentality which

was created in African states during colonialism, didn’t belong to Africans themselves,

instead it belonged to the white man.68

In relation to the economic field in Africa, a positive result was the development

of the infrastructure. Modern methods were available and the technology served as an

assistant to this improved part. Later on, this dimension helped the African countries to

undergo a development in relation to the production in the country. A more equal spread of

assets in the countries was a by-product of this action. Afterward, a money-development was

present in the countries which lead to a new structure among different classes. The building of

the infrastructure in African countries had one motive, to start a development intended for

European countries. A main cause of this development project was to create convenient

collecting and shipping centers for export commodities.69

Nevertheless, these new structures lead to an “… integration of West Africa into

the economy of the industrial world”. However, this integration into the economy of the

industrial world directed in sharp differences between the colonies, even inside the same

colony, because of varieties of natural resources in the country.70 “Tribal differences might

disappear easily in the modern world if all tribes were equal economically.”71 Instead, Walter

Rodney claims it is the capitalists who are responsible for the robbery of Africa.72

A common discussion and a common purpose in relation to African countries

and production development, is the lack of knowledge. Instead of a development of Africa,

European powers exploited the area economically. “Probably no colonial government had a

department of industry before 1945”. Generally, goods that usually were, and are, imported to

African countries could easily have been produced inside the boundaries of the country. For

instance, instead of producing rice in the Gambia, the Gambians make a bid for the production

of groundnuts. Hence, they have to import this significant product. “Thus, under the colonial

system, Africans were in most cases made to produce what they did not consume and to

consume what they did not produce”.73

The trade-market in Africa went through a transform during colonialism.

Usually, Africans themselves didn’t receive any profits from the export and import activities

67 Boahen, A. (1985) p 787 68 ibid p 788 69 Falola, T. (2003) p 6 70 Boahen, A. (1985) p 790-791 71 ibid p 792 72 Rodney, W. (1985) p 23 73 Boahen, A. (1985) p 793

17

in the country. Instead, the profits went to the companies that took part in these activities.

Thus, Africans were eliminated from the most profitable and important sectors of the

economy. The inter-African trade was misused and, furthermore, banned.74 Current obtainable

corruption has been a problem for African countries. Walter Rodney insists that “A typical

underdeveloped economy signifies of a high inequality of the locally distributed wealth that

goes into pockets of a privileged few”.75

An important impact of colonialism was the prevalence of Christianity, Islam

and western education. The spread of western education is associated with the extension of

Christianity, when missionaries introduced it in African countries.76 It was meant to serve the

interests of missionaries and colonial government. Western education is far distinguished

from indigenous education that was based on family life and socialization.77 Nevertheless,

missionaries received grants from the colonial administration to be able to introduce this

concern. A new ruling elite was a relic from the introduction of western education which

developed new capabilities and knowledges useful for the country, according to the

colonizers. Furthermore, a small number of schools were created and established during the

colonial rule. This will be a significant reason why critical beliefs about colonialism are

presented. According to Walter Rodney, “In Africa, both the formal school system and the

informal value system of colonialism destroyed social solidarity and promoted the worst form

of alienated individualism without social responsibility”.78

The introduction of western education created new classes in the society, above

all, based on three divisions, the elite, the non-elite, and the urban proletariat. Meanwhile, the

creations of these new classes lead to, for instance, a widening gap between the urban centers

and rural areas.79 In many colonies, only Africans living in or near the principle towns had

educational opportunities. For instance, in the Gambia literacy was high for Bathurst (Banjul)

town but low outside this area.80 The impact of education in African societies has been

profound and almost permanent. The main purpose of education was to produce personalities

able to fit into the colonial society.81 For instance, the educated elite that was produced was

an alienated elite that adored European culture and civilization and looked down on African

culture, new different habits was created according to food, drink, clothing, music and 74 Boahen, A. (1985) p 794-795 75 Rodney, W. (1985) p 19 76 Boahen, A. (1985) p 797-798 77 Falola, T. (2003) p 9 78 Rodney, W. (1985) p 254-255 79 Boahen, A. (1985) p 797-798 80 Rodney, W. (1985) p 243 81 ibid p 239

18

dance.82 Walter Rodney defines culture as a total way of life.83 Editor Adu Boahen is of the

same opinion when he claims “One of the greatest mistakes of the education in the past has

been this, that has taught African to become a European instead of remaining African”. A

concept of people without culture was present during colonialism.84 Colonialism demonized

African culture.85 According to Walter Rodney, this is a big problem of the colonized world.86

Walter Rodney states that, “one of the most important consequences of

colonialism on African development is the exploiting effect on Africans as a physical

species”.87 The most important negative impact of colonialism was probably the loss of

African sovereignty and independence and with them the right of Africans to shape their own

destiny or deal directly with the outside world. Moreover, colonialism deprived African states

the opportunity of acquiring experiences in the conduct of international relations and

diplomacy.88 In the first place, “colonialism created the suffering and misery of the child”.89

The colonial era created a man’s world when women weren’t encouraged and

welcome. African women lost their social, religious, constitutional, and political privileges

and rights during colonialism.90 As a result of colonialism Africans were humiliated and

discriminated. One of the social impacts was the general depression of the status of Africans.

They have been the most humiliated people in modern history. A feeling of inferiority has not

entirely disappeared even after decades of independence.91 The human cost concerning

colonialism is beneath silence. “The death tolls among innocent Africans, including women

and children, may now be described as a holocaust”. In Madagascar, the French slaughtered

about 500,000 human beings.92

Adu Boahen claims that some scholars believe that African countries would

have gone through the developments they did during colonialism, but, during a later era.

Colonialism “accelerated the pace of this change”.93

I sum, Walter Rodney is seen as an important character in relation to

colonialism. He has no consideration towards this period of history, negative judgments are

82 Boahen, A. (1985) p 801 83 Rodney, W. (1985) p 34 84 Boahen, A. (1985) p 800 85 Falola, T. (2003) p 10 86 Rodney, W. (1985) p 21 87 ibid p 236 88 Project, by Mr. Mamodou Lamin Dibba, 2005-06-30 89 Rodney, W. (1985) p 236 90 ibid p 227 91 Boahen, A. (1985) p 804 92 ibid p 12-13 93 ibid p 807

19

presented as this will describe the person of Walter Rodney. Adu Boahen, unlike Walter

Rodney, thinks it is important to describe a diverse picture of colonialism. He thinks it is

important to create a balanced picture towards this period of history, both positive and

negative judgments will exist.

3 Material and method

In this chapter I will motivate my choice of subject and the methods used to gather empirical

data for this thesis and how to analyze this data. It is intended to help the reader understand

how I have approached my research.

3.1 Methodological approach

The aspects of methods regarding this investigation are introduced in the chapter below.

Implementation, current groups of investigation and measured instruments will be described.

This is a small field work with the Gambia in focal point. Field works are often

used during small investigations. The researcher is able to concentrate on one unit, and

therefore, able to concentrate more deeply on the material. Focal point will be on diverse

relationships and processes and how the different parts affect each other.94

An important part of this study is the possibility to provide and explain why

different results have been created, and later on, illustrate how the different processes will be

linked together. A number of recourses and a number of methods are common during this

procedure, which will be the strength of the effort. Furthermore, it is vital to justify your

choice of definite case.95 The reliability of generalization, which will be produced during this

strategy of investigation, is sensitive to coming critique. A big responsibility is left on the

researcher, he or she has to be open about how this field work is similar, or dissimilar, to

others of equal type.96

This field work is mostly based on investigations such as interviews, classroom

observations and different sorts of discussions. The thesis is theoretical when I analyse

different text books they use in the Gambian history teaching, and the history course syllabi.

Moreover, the investigation of the textbooks will serve as a starting point of this thesis, and is

the groundwork of the analysis. 94 Denscombe, M. (2000) p 42 95 ibid p 41-44 96 ibid p 53

20

Consequently, this study complies with the qualitative method. Martin

Denscombe states, in Forkningshandboken (2000,) that this method has a special course of

action during collection and analyse of data.97 This type of research method is a process of

interpreting. “The ego of the person doing the research has an important fraction in the

production and interpreting of qualitative data”. In association to this quotation above, your

own identity, your valuations and your convictions, will not be eliminated from the analyse.98

Denscombe continue to account that the researcher can make an option, account for your

identity, valuations and convictions. Therefore, as a reader you is able to perceive how your

own personal experiences have formed the research.99

I will carry out schoolbooks analysis of the Gambian history schoolbooks in

order to look for the extension or space of this subject field, and therefore, investigate the

different head lines during these pages, and if the author describes this field from specific

judgments, positive or negative. Analysis of contents is a method procedure which will help

the researcher to analyse the content of a document. The researcher has to develop categories,

questions and ideas about his or hers research area, which is associated with the theme of the

research. This method procedure will reveal the relevance of the investigated text. Moreover,

this method will also reveal what kind of judgments the author of the text delivers to the

reader.100

Another priority is to look into the syllabus of the history subject, to answer my

question if colonial history is a compulsory subject in the Gambia. This question was

answered during the first day at school; it is a compulsory subject. Furthermore, the frames

and the guiding principles will be investigated considering the subject of this thesis, the

colonial era. I will refer to this content during textbook investigations when I illustrate the

guidelines in relation to the content of the textbooks.

Interviews have been carried out with three teachers at the two different

schools. All three of them teach history. Semi constructed interviews has been applied for the

reason to find out if and how they teach about the colonial era. By adopting this type of

interview, the ostentatious person is able to give further details about her own ideas and

answer the questions in an open manner. Focus is also on the person who is interviewed. A

disadvantage with carrying out interviews is that the collected data is based on what people

say rather then how they act in real life. Therefore, action and expression may not always be

97 Denscombe, M. (2000) p 243 98 ibid p 244 99 ibid p 245 100 ibid p 200

21

one and the same. This problematic issue can be articulated with the question if the

interviewed person tells you the right information or the information he or she thinks you

would like to hear.101

Classroom observations are implemented for the reason to answer the question

if the teachers teach about the colonial era and if they teach about this subject field according

to special perspectives. By adopting this method the researcher is not dependent on what

people articulate, achieve or what they say they are going to achieve, the direct observation

will be the main matter. Participated observations are in focus when the researcher has the

aim of moving in the validated situation. Usually, this type of observations produces

qualitative data.102

By adopting these three different methods, syllabi- and schoolbook

investigations, interviews, and classroom observations, I am able to seek the connection

strategies between the different methods. “Method of triangular” enables the exploration for

the coordinates of true of the actual research. An important issue is that the researcher should

avoid this method of triangular as an aid to verify the data and analyses as accuracy.103

Moreover, I talked to the vice principles at both schools. Particularly at Daddy

Jobe Secondary School, the vice principle gave useful information for this thesis. In addition,

two discussions were carried out at the University of the Gambia with history professors.

These discussions were not following any particular guidelines. Therefore, a dialog between

the involved peoples was accomplished. Some of my insights came from unexpected informal

conversations as well. Discussions above will serve as information sources during the

compilation of this thesis. For instance, you can find drafts in description of the theoretical

framework.

I sum, two schools were visited in the Gambia. The study will be based on

school book investigations, interviews with teachers, classroom observations, syllabus

investigation, discussions with history professors and, in the end, unexpected informal

conversations. This is thus a small case study and the thesis will investigate the situation on

these two schools in the Gambia. I can’t generalize on basis of my investigation. I have also

left out the students in this analysis. Therefore, the results below may be one-sided on the

basis of the left out of the students.

101 Denscombe, M. (2000) p 135-163 102 ibid p 165 103 ibid p 105

22

4 Empirical results

During following chapters, a description of empirical studies in the Gambia is accessible.

These investigations consist of schoolbook investigations, with an association to the history

course syllabi, interviews, and classroom observations. The theoretical framework that was

introduced in section 2 is used in the analysis. Also in the analysis, a discussion of connections

between the investigations is applied.

The research questions of this thesis are in focus during the analysis:

- To what extent is the colonial era projected in the history teaching, and if so, why is there so

much emphasis on the colonial times?

- What attitudes do the people have regarding the colonial era and the British; what is

positive and what is negative with the strong focus on the colonial times?

4.1 School book investigations

This chapter is based on two different school books used in history teaching in the Gambia,

History of the Gambia made simple and Africa at a glance. Thus, this chapter is divided into

two different topics named by the book titles. According to the research questions of this

thesis a research of the extent of the colonial era will be in focus, and therefore, which subject

areas are discussed according to this subject field. Furthermore, to find an answer to the

second research question, I will endeavor to examine if the authors write with a particular

perspective. The definition of colonialism in the Gambia, 1888 to 1965, covers the area of this

investigation and serves as a starting point. Hence, this period of history is the main matter.

Generally, three textbooks are available in Gambian senior secondary schools. I

decided to conduct an investigation on the basis of two of these textbooks. The third one

serves as a longer and more comprehensive version of Africa at a glance. Commonly, they

prefer to use the mentioned summarized version in history teaching. Therefore, I decided to

disregard the third textbook in this investigation.

23

4.1.1 History of the Gambia made simple104

This textbook is intended for Senior Secondary School Certificate Examination (SSSCE) in

grade 10, 11 and 12, the students are in the age between 16 and 19. It serves as a teaching

facility during implemented history classes for these three different grades, and, when a

history class concerns the history of the Gambia, this textbook serves as a prioritized facility.

Information of the textbook is precise and exam focused and it is based on the National

History Syllabus. Regulations in National History Syllabus are meant to guide candidates for

the examination.105

Information inside this textbook are given 151 pages. The timeframe is 1888-

1965, throughout 64 pages. The text book is divided into three sections, A (the Gambia up to

1800), B (the Gambia in the 19th century) and C (the Gambia in the 20th century). Above all,

this investigation will cover section B and C. You can find current years, 1888-1965, in other

sections and chapters as well. Therefore, it is possible that this investigation can be applied on

other parts in this book.

The division above is similar in the National History Syllabus. Section A

consider the Gambia up to 1800, section B the Gambia in the nineteenth century, and section

C, the Gambia in the twentieth century. An example from section B will cover the

contributions of Christian missionaries, pioneering of Christianity and Western education.

In its introduction, the author of History of the Gambia made simple,

emphasizes both the political, economic and social fields. The author high-lights different

important individuals in the Gambian history. Further below, examples will be found.

Jah Lawrence makes several parallels and conclusions of why the British

colonized the Gambia. For instance, the establishment of the province of Senegambia in 1765,

after the end of the Seven Year War, opened the eyes of the British to the importance of the

Gambia, which eventually culminated to the permanent settlement and colonization of the

Gambia until the attainment of independence on 18th of February 1965. Likewise, the author

makes a conclusion of the British colonization of the Gambia when the abolition of the slave

trade led to annexation of the Gambia 1884. Furthermore, the author says that the Europeans

treated the Africans as human beings with material and spiritual needs to be satisfied.

The Soninke-Marabout War covers an element in the National History Syllabus.

It emphasizes colonial government’s reaction to religious disturbances, 1850-1880.106 “The

104 Lawrense, J. (2006) 105 Regulations and Syllabuses for WASSCE, p 1 106 ibid p 286

24

Soninke Marabout War” is an important and frequent described chapter inside History of the

Gambia made Simple, consisting of 16 pages, when Muslims (Marabouts) and traditional

Mandinka worshipers (Soninke) fought against each other. The war, with the same name, is

illustrated as a “four-cornered disagreement in which African Muslims, African Pagans,

Englishmen and Frenchmen spent the better part of the 19th century chasing one another.”107

The author says that it is difficult to tell whether the British and the French were the major

causes of the war or not. “The European presence largely determined the outcome of the

struggles, but they did not cause them except inadvertently”.108 The primary efforts of the

European were to either negotiate or impose peace so that trade and agriculture could flourish.

On 17th of April 1865, the chiefs in this conflict signed a convention whereby they equally

promised to maintain peace. This historical event is an important part of colonialism, when

the British obtained peace in the country and created a neutral zone, British Kombo, were

many of the citizen’s took refuge and served as a “safe haven”.109

The outbreak of the Soninke Marabout War destabilized the political, social and

economic foundation of the Gambia. “The British initially played the policy of non-

interference”.110 The British policy of neutrality has provoked serious debate among

historians. Lawrence continues to describe different thoughts about the British. For instance, a

school of thought contends that the British initially stayed off the war so that by the time the

war parties would have been exhausted, they could play the role of peacemaker.111 Against

this background, the colonial administration took steps forward to control the disturbances.

The Gambia was likely to prove the most valuable settlement of any European of the West

Coast of Africa. But the war between the Soninke and Marabouts ended up being a

disappointment for the British. The colonial government, the British, realized that the only

way to stop the war was to annex the surroundings as a protectorate. Hence, a protectorate

was declared in 1888 over the hinterland of the Gambia by the British. The author describes

the British policy of non-interference as “ridiculous” as their intervention was determined by

the event of the time in defense of either their commercial or colonial ambition.112

The author portrays the historical situation in the Gambia from different

perspectives. It is obvious that the author prefer to high light different individuals. For

instance, Foday Kabba was a man struggling against the British during the 19th century. The

107 Lawrence, J. (2006) p 59 108 ibid p 63 109 ibid p 71 110 ibid p 81 111 ibid p 81 112 ibid p 83

25

author clarifies this individual as a “hero”.113 He didn’t show any sign of friendship with the

British throughout his long and eventful career. “He was an open enemy to anything

European”.114 Both the British and French fought against this man and they wanted to

eliminate his struggle against European activities. Finally, Foday Kabba was shot dead in

1901. This man demonstrated the strongest resistant against foreign domination in the Gambia

and he was a hero who “Lived by the gun and died by it”.115 The author belaud Gambian

activates.

An important part in the National History Syllabus is to cover the resistance to

European colonialism. Foday Kabba and Musa Moloh are two important personalities in the

direction of this part.116

A chapter that leads us to reasons of the British colonization of the Gambia is

named “Musa Molloh”. Musa Molloh was a man who worked of the intention to spread Islam

and conquer different states in the Gambia. The British were careful not to collide with the

interest of Musa Molloh. Therefore, the British decided not to annex the Fulladu Empire,

which was led by Musa Molloh, as part of their protectorate in the Gambia. Nevertheless, the

Fulladu Empire became a British protectorate 1901.117 The British wanted to end the Soninke

Marabout war and maintain some sort of order in the protectorate. Musa Molloh wanted to

create an independent state recognized by the colonialists. Later on, Musa Molloh allied

himself with the European.118 It is difficult to find any judgments in the section above. The

mentioned war was a disaster both for the British and the Gambians. Therefore, an end of the

war was eagerly awaited for both parts. The Gambia was a valuable country pursuant for the

British, but the war between the Soninke and Marabouts destroyed this optimism.119

As mentioned above, Lawrence describes the course of events and the effects

of the Soninke and Marabout war during several pages. The war prepared the stage for the

British to declare the protectorate over the interior of the Gambia in 1888. It led to the

eventual occupation of the Gambia by the British. Later on, “the war set the stage to the

completely artificial boundaries created by the British and French in 1889”.120

“Why the people of Senegambia were unable to resist European colonialism”, is

a chapter during two and a half pages. The author has a very compact writing style, and does 113 Lawrence, J. (2006) p 76 114 ibid p 74 115 ibid p 76 116 Regulations and Syllabuses for WASSCE, p 286 117 Lawrence, J. (2006) p 80 118 ibid p 86 119 ibid p 82 120 ibid p 85

26

not elaborate at all. For instance, the military superiority of the Europeans, will serve as a

reason. Disunity and lack of co-operation among the traditional Gambian rulers, will serve as

a second one. This made them incapable to present a united front against their common

enemy. The French and the British were sometimes united to get rid of their common

enemy.121

Another chapter described by the author, during five pages, is named “The Barra

War of 1831”. Moreover, “this war was the first act of African resistance to European

imperialism in the Gambia”.122 One of the reasons that caused the outbreak of the war was the

confrontation with the people of Barra as the British attempted to put a stop to the slave trade

at the mouth of the Gambia River. The people of Barra viewed this British action as

detrimental to their economic interest.123 A question as follows; slave trade or a lesser amount

of money? I think this question has an obvious answer according to European values. The

different values between the different cultures will end up in a collision, as it did during the

colonial era. The author portrays it is clear the British were responsible for the war. How the

Barra War of 1831 was fought, effects of the Barra war, and why the British won the Barra

War 1831, are secondary headlines during these pages.

“Christian Missionary activities”, is illustrated during four and a half pages. This

historical event, and Western education, was closely associated with the spread of European

influences in the Gambia. The author discusses the education issues the missionaries

implemented and established in the Gambia. The missionaries applied several school projects

in the country. Moreover, the author emphasizes the loss of the government’s determination to

develop the education in the Gambia. “Christian Missionaries involvement in the country was

the greatest and most spectacular achievement reflected on the educational field”.124 Hence,

missionaries introduced Western education which contributed to the emergence of elites. The

author does not present any negative judgments about the missionaries.

Section C (the Gambia in the 20th century), is described during 37 pages.

“British colonial administration (indirect rule)”, is the name of one chapter during these

pages. “British Colonial Administration: indirect rule and the role of traditional rulers”, are an

important part in the National History Syllabus.125 The author of History of the Gambia made

Simple, begins this chapter with an explanation why different factors delayed effective British

121 Lawrence, J. (2006) p 86 122 ibid p 88 123 ibid p 89 124 ibid p 96 125 Regulations and Syllabuses for WASSCE, p 286

27

occupation of the Gambia. Furthermore, the author explains this “effective occupation as the

complete and final takeover of the running of the Gambia by the British during the last two

decades of the 20th century.”126 An example will illustrate the opposition from local rulers.

The indigenous rulers resisted the presence of the British whom they saw as a threat to their

established traditional order. According to my own estimation, the author illustrates a

description of the 19th-20th century, when the Gambia belonged to the British. “Why the

British agreed to make effective occupation”, “British colonial administration”, “Features of

the indirect rule (or how indirect rule was introduced)”, “Functions of the commissioners”,

and, “Problems of indirect rule in the Gambia”, are different topics during this section.127

The author says “it is important to note that while the interior of the Gambia was

governed on the basis of indirect rule, the colony was directly governed by the crown in

accordance with British laws”.128 The system of indirect ruling is described during this

section, it is in center. Later on, this section covers the political development in the Gambia.

Hence, this political development leads the reader to the day of independence 1965. During

this discussion, the author comes back to prior mentioned peoples above, for instance, Musa

Molloh. “… prepared the grounds for the spirit of nationalism…”, according to Jah

Lawrence.129 The nationalist leaders wanted to overthrow the newly imposed colonial system

and regain independence. These activities are highly valued from the author, for sure, from all

Gambian citizens. According to the National History Syllabus, social and economic

developments are important to cover, for instance, education and health services.130

A greatly amount of information is presented in History of the Gambia made

simple. It is difficult to understand how the teachers, and the students, are able to cover the

colonial era during history classes at hand. The author does not leave any historical events

behind. Several information details are described, as well as descriptions of topical

personalities. The reader is able to follow these historical events from the beginning to the

end. The major extent in this textbook is positioned to the period of history when the

Europeans were involved in the country, both before, during, and after colonialism. It is

unusual that the author put personal judgments about the current descriptions of events in

place. The author makes an account according to impartial regulations.

126 Lawrence, J. (2006) p 97 127 ibid p 97-107 128 ibid p 101 129 ibid p 107 130 Regulations and Syllabuses for WASSCE, p 286

28

4.1.2 Africa at a Glance131

This textbook is proposed for WASSCE, GCE and other allied examinations. Therefore, this

textbook is intended for senior secondary school, grade 10, 11 and 12. The author had the

syllabus in mind when he wrote this textbook. The Gambia, Sierra Leone and Nigeria share

the same History Syllabus, considering the history of Africa.132 The aim of Africa at a Glance

is to give the teacher, and students, the possibility to cover the great amount of information

from the syllabus. Thus, this book is designed to address these problems. The author says that

the book is easy to read, simple to understand and quick to cover. Furthermore, the author

says it will give you a perfect and concise view of Africa and its outside influences to people

interested in African history but who may not have the opportunity to read the non-essentials.

The National History Syllabus concerning Africa is divided into two sections,

section A that covers West and North Africa, and section B that covers the Horn, East and

Southern Africa.133

The area of information details in Africa at a Glance covers 75 pages. As in

History of the Gambia made Simple and the National History Syllabus, this textbook is

divided into three sections; A (West and North Africa since 1800), B (East, central and

Southern Africa since 1800) and C, (Africa since the Scramble). The author does not describe

any historical events before the 19th century. Hence, a great amount of facts is about

colonialism.

Chapters have been chosen according to my own selections that are more

interesting for this investigation, according to the key word of this thesis, colonialism. The

first interesting and relevant chapter is covered during A-section, named chapter 2, “Christian

Missionary activities in West Africa”. This is exactly what the National History Syllabus

implies.134 This chapter is given two pages. For instance, Johnbull Nwarie mentions, briefly,

the founding of Sierra Leone and Liberia. He discusses Sierra Leone as a British colony. The

author says it was the coming of free slaves to Sierra Leone, a free-town, which actually

started serious missionary work in West Africa. In relation to Christian Missionary activities,

the author describes the educational development, schools and churches built to teach

Africans reading, writing and arithmetic. In relation to the political impact, educated Africans

131 Nwarie. J. (2005) 132 Regulations and Syllabuses for WASSCE, p 279 133 ibid p 280 134 ibid p 280

29

filled junior posts in the colonial administration and started nationalist movements to gain

independence from the colonial masters.135

Chapter 3, “Nation Building in Egypt” is illustrated during five pages. Likewise,

a regulation from the National History Syllabus is to cover the history of Egypt since the

French invasion to the rise of Muhammed Ali.136 An example from Africa at a Glance,

emphasize that Muslim Arabs, Ottoman Turks, the French, and the British have colonized

Egypt. An example of the Europeans motives to the invasion of Egypt is that the location of

“Egypt provided a good base for the Europeans to get the abundant resources of Africa”.137

The author continues to describe the conflicts between the British and French. Later on, the

Ottoman Sultan became ruler of the country and he adopted European style of education by

building primary, secondary, technical and medical schools. It is difficult to find any written

judgments from the author considering this matter, both from him and other African citizens

during this period of history. Later on, British forces attacked Alexandria in 1882 and

defeated the current rulers. Nwarie emphasizes that the British declared to stays in Egypt for a

short time, but they remained there for half a century, 1882-1936.

“The Maghreb and Europe”, in Chapter 4 is awarded five pages. Still we are

placed in the A-section, West and North Africa since 1800. You find the same topic in

National History Syllabus, when the relations between the Maghreb and Europe are

presented.138 “’Lands of the Atlas’, is located at the South of the Mediterranean Sea and

separated from West Africa by the great Sahara Desert”.139 Nwarie emphasizes the different

attempts from European countries with their forces, to take over the Maghreb. The relations

between those two had not a positive division. The author mentions the Berlin Conference, as

a process of agreement among Britain, France and Germany. This conference and agreements

facilitated the occupation of North African countries. Above all, France was the winner of the

issue about North Africa.140 Nwarie gives the reader information in detail about the course of

events.

The B-section is described during 14 pages and begins with a description of

Ethiopia, exactly what the History Syllabus imply is of significance.141 The country has

135 Nwarie. J. (2005) p 7-8 136 Regulations and Syllabuses for WASSCE, p 280 137 Nwarie. J. (2005) p 9 138 Regulations and Syllabuses for WASSCE, p 280 139 Nwarie. J. (2005) p 14 140 ibid p 17 141 Regulations and Syllabuses for WASSCE, p 280

30

“never been colonized by any foreign power”.142 Nwarie describes this country with it’s

historically events from beginning to end. Several information details are mentioned and the

reader is given a number of names and rulers in the country. The reader is able to notify the

different emperors and their policies in the country. A special part considering this matter is

not illustrated by the author. He thrives to portray the history of Ethiopia according to non-

values.143

The history of “Zanzibar and Buganda” is described in chapter 6 within the

same section. The National History Syllabus emphasizes the importance of this section when

the European activities are in focus.144 For instance, the author of Africa at a Glance describes

different European activities in the countries. Increased pressure on Zanzibar by the

Europeans was a current issue. European activities forced African rulers to accept European

economic and political domination. British forces occupied, and later on, colonized Buganda

as well. The author illustrates this historical event by different topics. “New developments and

British occupation of Buganda” and “The British colonization of Buganda”, are two different

topics.145

Chapter 7, “The Mfecane and the rise of new states in Southern Africa”, is the

next portrayed chapter in Africa at a Glance. Likewise in this chapter, Nwarie presents vital

historical events from the beginning to the end. Because of the lack of pictures in the

textbooks, it is difficult for the author to construct an easy reading. The frame of the

illustrated information is difficult to pursue. Nwarie delivers summarized information, as

different marks, followed by summarized illustrations. Several years are portrayed, likewise,

several names.146

Chapter 8 continues to describe following events in South Africa. The author

describes the British interventions and the future colonization of South Africa. The author

makes parallels to British domination of South Africa with the discovery of diamonds and

gold, the intense scramble for Africa among European powers, the lack of unity among

Africans, and their lack of enough firearms. Described events above led to “the rapid

colonization of South Africa by Britain.”147

Section C is the most relevant part for this investigation. “The Scramble for and

Partition of Africa”, is the name of the chapter of introduction. This is the name of a section in

142 Nwarie. J. (2005) p 20 143 ibid p 20-23 144 Regulations and Syllabuses for WASSCE, p 280 145 Nwarie, J. (2005) p 24-27 146 ibid 28-30 147 ibid p 33

31

National History Syllabus as well. “The Industrial Revolution”, “the New Imperialism” and

“Scramble for colonies”, are different titles of this chapter. The author gives a brief

illustration of the history in Europe, for instance, the industrial revolution, the new

imperialism, and, the scramble for colonies. These events are featured as reasons for the

coming colonization.148 Thus, this brief illustration makes it difficult for the reader to

understand the historical events in Europe and, later on, make parallels to the history of

Africa. The author only emphasizes information of the European history that, this side of the

story, thinks that is of importance of colonialism. Generally, the reader does not receive

detailed reasons in this chapter. The compact writing style with none elaborating is commonly

used. Consequently, the reader is only capable to receive the summarized information the

author supplies.

“Colonial rule in Africa” is the second chapter in this section and is given three

pages by different topics. It is also a main topic in the National History Syllabus.149 “Patterns

of colonial rule”, “Consolidation of European culture in Africa”, “Colonial economy and

underdevelopment of Africa”, are some of the different topics. The same topics are to be

found in the History Syllabus.150 The indirect rule system gives a brief explanation in relation

to the British policy. The author continues to give a brief explanation of some other European

policies as well. For instance, the French used the policies of assimilation and association.

The reader is able to understand the differences between the European countries’ policies,

briefly indeed.151 One of the main objectives of the colonization, according to Johnbull

Nwarie, was to Europeanize the African way of life and thought.152 Various methods were

consciously pursued and carried out to achieve this. An example was the establishment of

Western education in Africa where the British aimed at creating educated African Christians

who would avoid all African traditional practices and customs.153

Nwarie emphasizes clearly that the colonial economy was dependent by

Europeans. This was the major cause of the economic underdevelopment of Africa. However,

“the colonial economic policies contributed to the development of urban centers in Africa”.154

The author describes this course of event as a lack of rural development plans by the colonial

administration. Another aspect was that the colonial administration policies based all

148 Nwarie, J. (2005) p 35 149 Regulations and Syllabuses for WASSCE, p 281 150 ibid p 281 151 Nwarie. J. (2005) p 37 152 ibid p 38 153 ibid p 38-39 154 ibid p 38

32

government offices and institutions in the capitals. Probably, this leads the reader to negative

judgments towards the British, when the bids by the British prioritized urban areas.

The Europeans took territory from Africans and gave them to other European

settlers who now were plantation farmers in Africa. The selection of settler colonies was

dependent of different factors. Causes as, “the place must be suitable for European habitation,

free from deadly mosquitoes and much heat”.155 Also, the creation of African reserves where

indigenous people were moved to live was a result of this. The author continues the

description of “no consideration” by the Europeans.156

“Colonial Africa and the two World Wars”, is a topic of another course of event

by Johnbull Nwarie, likewise, in the National History Syllabus.157 This historical event is

portrayed in relation to Africa and colonialism during half a page. Thus, a description of the

World Wars is not available. The author says that “the wars were caused by the desire to re-

draw the map of the world and redistribute territories among world powers”.158 According to

the illustration of the author, the First World War was between the colonial powers (Britain,

France and Russia) against those that had “little or no colonies” (Germany, Turkey and

Austria). Italy was neutral. During the Second World War, it was the new empire builders

(Germany, Italy and Japan) against the old imperialists (France, Britain and Russia supported

by the USA). The general feeling of the war was “to fight Germany to save democracy and

allow the right of every nation to self-determination, attracted Africans under colonial

slavery”.159 During the wars, African fought at home and abroad. Hence, the wars had great

impacts on developments in Africa. Negative parts were connected to African economics, for

instance, when several farms were destroyed which besides lead to “hunger”.160

“Nationalist movements and decolonization in Africa” is presented on two

pages: “The colonial policies and African discontent”, and, “Formation of political parties and

associations”, are the two main topics of this chapter. The author describes the word

nationalists as “Africans who came together to form political parties and associations in order

to agitate for better rule by the Europeans and, later on, for total independence”.161 The author

continues to give the reader examples of why Africans started their struggle for independence.

The Second World War lead Africans to discover that the Europeans weren’t superior or a

155 Nwarie. J. (2005) p 38 156 ibid p 38 157 Regulations and Syllabuses for WASSCE, p 281 158 Nwarie. J. (2005) p 39 159 ibid p 39 160 ibid p 39 161 ibid p 40

33

master race.162 Pan-Africanism is explained as “a movement to bring unity between all people

with black ancestors. An idea of common brotherhood of black people wherever they found

themselves…”163

Last chapter, “The problems of independent African states”, is completely

emphasized by a compact writing style with none elaborating. The reader is not able to

receive a detailed illustration from the author. “Nature of politics”, “Neo-colonialism and

political development” and “Unequal development within African states and instability”, are

different main topics during this chapter of four pages. The author emphasizes the different

problems in Africa both closely, before and after independence. It was difficult for African

states to reach an agreement according to this matter. Boundary disputes were the main issue

which, furthermore, was difficult to solve. Hence, O.A.U (The Organization of African

Union) decided to maintain the colonial borders because of the danger posed by trying to

readjust the inherited colonial boundaries.164

As well as in History of the Gambia made Simple, the information and structure

in Africa at a Glance, provides the reader with a great amount of information on the colonial

era. Johnbull Nwarie does not leave any historical events behind when several information

details are presented. The reader is able to follow these historical events from the beginning to

the end. The major extent in this textbook is provided to the colonial era, when the author

does not portray any historically events previous to this period of history, while provided

information look at Africa since 1800. Furthermore, it is unusual that the author put personal

opinions about the current descriptions of events in place. Hence, it is difficult to find any

written judgments, both positive and negative.

4.2 Interviews

I have made semi constructed interviews with three teachers, Mr. Mamadou Lamin Dibba,

Mr. Lamin Sanyang and Mr. Mod Talla Ceesay. Because of the similar results of the

interviews, an account of the interviews one by one will not be given. Therefore, in the

chapter below, a summary of the interviews is given. This chapter will be based on the

research questions of this thesis: In what extent is the colonial era projected in the history

teaching, and if so, why so much emphasis on the colonial times? and What attitudes do the

people have regarding the colonial era and the British; what is positive and what is negative

162 Nwarie. J. (2005) p 41 163 ibid p 41 164 ibid p 45-48

34

with the strong focus on the colonial times? Furthermore, because of the main issues of this

thesis, the significance of the colonial era and the view of the British, the conclusion have

been divided into two different main topics, the teaching situation, and perspectives of the

British.

4.2.1 The teaching situation

All three interviewed teachers claim the important and leading position of the syllabus in the

teaching of history. The entire school teaching assume from the syllabus, which also is the

frame of the textbooks. You have to follow this document. It is not easy to drop some parts of

the colonial era. Therefore, everything is mediated and everything is inside the textbooks,

according to Mr. Dibba. This period of history is conveyed during three grades, 10, 11 and 12.

The teachers are not in agreement with the argument above. “You can not learn all in the

syllabus, it is impracticable”, says Mr. Ceesay. Furthermore, you can not skip important areas.

Consequently, it is a choice that the teacher has to make, what is significant according to this

period of history.

According to Mr. Ceesay, the syllabus in the Gambia has undergone different

innovations over the years. The different changes in the syllabus context have reflected the

needs of the country and the needs of the people in an improved way. In chapter 2.2 The

Transformation of the School culture in the Gambia, a portray of some innovations the

Government has developed over the years will be exemplified.

Generally, the history about the Gambia is about the colonial era. Usually,

according to Mr. Ceesay, the students think the British were in the country for ever. Some

students think the country does not have a history by its own, an indigenous history. Even

here, the teachers are not in agreement about this statement. Mr. Sanyang implies the students

are aware of the fact that the British has not been in the country for ever.

The teaching about the colonial era is divided into different topics in the

syllabus. The teaching about this period of history will be linked together in all the different

topics of the history subject, because “this period has influenced the whole history”, according

to interviewed teachers. For instance, the development of Islam and Christianity will guide us

to the British colonial system. Likewise, the development consider Jihad which were stopped

by the British, will lead us to the topic of the colonial era. “You will touch this subject field

all the time”, Mr. Sanyang says. National history and African history are the two main topics

that pertain to the history subject. Moreover, colonial administration is in focal point during

35

this subject area, this will be a special and general topic. The arrival of missionaries and its

effects is another important area in terms of colonialism. Another significant area, considering

the colonial era that will be put across during the history teaching, is descriptions of why

nationalism was fought for in the country, likewise, in each and every British colony.

The entire history teaching is planned according to the syllabus document.

Furthermore, you will be able to integrate other areas in the teaching but you have to have the

syllabus in your mind, “that’s the target in focus”, Mr. Sanyang claims. “You don’t have to

comply it hand and fast, especially not in grade ten and eleven”, says Mr. Ceesay. Meanwhile,

students in grade twelve have to be well prepared to the final exam, this is why you have to

finish the syllabus. Consequently, after this period, you bring your own experiences in your

history teaching. Accordingly, “you can add but not delete information in your history

teaching”, says Mr. Ceesay. According to Mr. Cessay, only small issues consider North

Africa is in the syllabus, which ends up you can add more information concerning this subject

area.

Later on, Mr. Sanyang explained “you do not teach about colonial history during

the whole history subject”, as Mr. Dibba mentioned. It will be divided into three different

levels, before, during and after colonialism. Likewise, the syllabus is divided into these three

different fields. To develop an ability to understand the present it is important to exemplify

what actually was happening during the colonial era, the past, the present and the future. The

history during the 19th century in the Gambia is an important period in view of the colonial

era. The students will not know the history of the country if you leave out this period,

important activities will be lost. You have to accept the former and the present situation of the

country, weather it is positive or negative.

4.2.2 Perspectives of the British

The view of the British and the British nation is varying between the three interviewed

teachers. For instance, Mr. Dibba is not negative to the British, and he thinks the citizens of

the Gambia feel the same way. Furthermore, Mr. Dibba has positive judgments about the

colonial era. According to his opinion as a result of British impacts, people benefited

following the British ruling. For instance, Western education was introduced in the country.

The knowledge’s in the Gambia are a combination of indigenous and Western knowledge.

Moreover, all three interviewed teachers declare the Western Education establishment from a

positive point of view. Consequently, this enabled the Gambians to the capitations they have

36

in present, as the language helps them to communicate with the world around. It has been an

official transition to the English language.

The British was, and still are, colonial masters, according to Mr. Dibba. They

are a part of the commonwealth in the Gambia, so as they are according to the technical

assistants in order to support different developments in the country. The British Government

gives scholarships to the Gambian citizens, in order to support the country. Several

development projects are organised by the British. A question to Mr. Dibba followed, if this is

an attempt to seek forgiveness by the British, he started to laugh and expressed, “that’s life”.

1945, the UN was established. This resulted in a Trusteeship for the colonial

powers. From now, they should take care of their colonies, in particular in view of the

welfare. The British started to act for their colonies, according to positive benchmarks, they

had not done before. “As a colonisation agent they should have done more for their

developing nations”, Mr. Sanyang implies. Furthermore, according to Mr Sanyang, the

citizens in the Gambia will develop a feeling of disappointment towards the British, because

of the lack of development projects before the Trusteeship.

All three teachers put across both a positive and a negative view of the colonial

era to their students during the history teaching. “You can not dismiss the colonial era” and

both sides were present during this period of history, Mr. Dibba says. Therefore, you have to

be objective, when you try to put non-valued opinions into your teaching, all three of them try

to construct opinions according to objective judgments in their history teaching. According to

Mr. Dibba and Mr. Sanyang, to build up the history assurance of the students, you have to

include all three aspects in your teaching, before, during, and after colonialism. This will

guide the students to construct their own judgments, the mental picture, about the period.

“They have to make their own decisions”, says Mr. Dibba, which is why it is important for the

teacher to be objective and impartial. For example, the natives felt insecurity when the British

arrived in the Gambia. Considering the abolition of the slave trade, the British were against

inhumanity, which is a positive point of view, according to both Mr. Dibba and Mr. Sanyang.

The implementation of the English language was positive, according to the

teachers. This effected African civilisations, which had a lack of a written language. The

history of the former languages has not been written down, therefore, “you will have the

history in your head and it will be important to transmit this history to the children”, Mr.

Ceesay says. He continues that some parts of the history may be lost during this

transformation of history. The languages will disappear in the future, because the lack of the

writing. They try to introduce local languages in the syllabus in the Gambia, consequently, in

37

every school in the country, particularly in lower basic school. The people in the Gambia

loose vocabulary in regards to the local language, and the trend will continue.

Mr Sanyang continues, in relation to Western education, the English language

has a widespread impact. You can use the language all over the world as a tool for

communication. It is positive that all the school teaching is in English, according to the

teachers, this will prepare the students for the coming future. No other language subjects are

implemented in the British school system, therefore, neither in the Gambian. “This is a period

of the colonial era”, Mr. Dibba implies. The Gambia still has help from the West. The

development projects mentioned above are one part of this.

It is important to put across the knowledge’s regarding colonialism to the

students, “it is history and it has to be mediated”, Mr. Dibba implies. We have to know about

the past to create a life in the present, also to create knowledge about the present. In this case,

it is significant to convey both the negative and the positive parts of the colonial era as this

will form the future Gambian citizens.

The colonial era have had effects on the present, the Gambia is entirely

influenced by this period in different aspects. For instance, you have several streets in Banjul

named after different British streets, Wellington Street and McDonald Street. These British

influences are a negative aspect to the Gambia, Mr. Sanyang implies. However, “they are still

here in the present life”. Moreover, according to Mr. Sanyang, it is important to put across the

differences between a British and a French colony to your students. The French applied

several development projects in their colonies to serve the citizens to an improved standard of

living.

According to Mr. Ceesay, Christianity and Islam both have influenced the

period of colonialism. A conflict between Islam and colonialism were present when the Jihads

prevented the break out of colonialism. Consequently, the colonialists tried to stop the spread

of Islam because of economic aspects. The trade was the main matter of this question when

Islam made it difficult, even impossible, for developments of the British trade.

The Marabous War, that started in 1831, was the first military confrontation

between the Gambia and the United Kingdom, Mr. Ceesay says. Before this war, traditional

chiefs were the leaders of the country, now they had to fight for their position and for the

ruling of the motherland. However, this war was not entirely a negative situation for the

British. During this time, wars between Muslims and non-Muslims were current. The people

of the Gambia felt unsecured, and they are in search of protection from the British.

38

Consequently, this led to the coming protectorate which, further on, led to the establishment

of a colony. According to Mr. Ceesay, this war is an important part of colonialism.

There is a big difference regarding the view of colonialism and the British in the

Gambia, Mr. Sanyang implies. The president of today in the Gambia criticise the British in an

open mind, in front of the public, also in front of the British Ambassador. “During a period of

400 years, they didn’t do anything for the country, non development”, Mr. Sanyang continues.

For instance, all the schools in the Gambia are build by missionaries. The British established

only one hospital in the Gambia, which in the beginning were meant for their own wounded

soldiers, especially during the World Wars. Moreover, the British wanted to stop the slave

trade in the Gambia. Therefore, they took over Banjul, the capital, to stop the slave traffic.

However, selfish Gambian chiefs continued whit the slave trade. Therefore, not all the

Gambians resisted the British.

The people in the Gambia may have the same ideas about the British as the

president, according to Mr. Sanyang, and he shares these negative views with the president

and other natives in the Gambia. Lack of High Schools and lack of Universities in the

country, will serve as reasons of this negative judgment. Most of the roads in the country are

later on build and constructed by the government of the Gambia, following independence.

Some of the negative impacts of colonialism were set to the group of nationalism in British

colonies. The nationalists fought for independence, which provides a positive action,

according to teacher above.

The school system was entirely left in the hand of Christian missionaries, which

was a positive point of view. The British did not achieve much, in relation to the educational

field in the country. A claimed expression from the teachers, “400 years of over taking”, will

refer to the judgments they have about the British.

How Europe underdeveloped Africa (1982) by Walter Rodney, will serve as a

tool to understand the point of view the Gambian citizens have about colonialism and the

British nation, according to Mr. Sanyang. Mr. Sanyang and Mr. Ceesay have similar

perspectives about colonialism as Walter Rodney, a negative view. This negative view

belongs to everyone in the Gambia, according to these teachers.

39

4.3 Classroom observations

In this part the classroom observations is presented. Eight different classes is examined and

reported in this chapter. The chapter includes a summarization of these classes, also a

conclusion from the classroom-experiences. This summarization is divided into two chapters,

Daddy Jobe Comprehensive School and Kotu Senior Secondary School. Moreover, the

conclusion below consists of attained experiences from both schools.

During implemented classroom observations the research questions of this thesis

were in mind: In what extent is the colonial era projected in the history teaching, if so, why so

much emphasis on the colonial times?, and What attitudes do the people have regarding the

colonial era and the British; what is positive and what is negative with the strong focus on the

colonial times? Above all, I concentrated on which subject fields the teacher emphasizes to

his students. According to this sentence, I tried to investigate if the teachers put across this

information according to particular judgments.

4.3.1 Daddy Jobe Comprehensive School

Teacher 1 served as a mentor for me at Daddy Jobe Comprehensive School. Therefore, I

visited and participated in five of his classes. One class in government by Teacher 2 was

visited.

Teacher 1 is a well trained teacher and he has many years of teaching

experience. He is a history teacher in grade 12, where he is the only one at this level at Daddy

Jobe. An impression illustrates that the teachers in the Gambia shows a different kind of

respect to their students than teachers in Sweden do. “Gambian Maybe Time” is a common

statement in the Gambia. It is not that important if you don’t arrive on time. It is important,

though, that the students show up on time. Therefore, the classroom was most of the time

filled when I and Mr. Dibba arrived to the classes. Moreover, a history class at Daddy Jobe

will last during 35 minutes.

Egypt history was on the scheduled subject fields, and then how and why the

country became a colony. The teaching facilities are limited in the Gambia. Therefore, a great

amount of responsibility is left to the teacher. Lack of maps will force the teachers to draw

maps on the blackboard. For instance, a map of the African continent was portrayed for the

reason to point out Egypt’s geographic location in the world. He pointed out and emphasized

that the location of Egypt between two different continents, Africa and Asia, was a leading

40

motive of why Egypt became a colony. Egypt where also in the middle of a commercial

centre.

Teacher 1 continued to explain the founding of South Africa in relation to the

commercial centre of Egypt. The Europeans were sailing along side Africa’s west coast, on

the way to Asia, above all India. They stopped at Cape Ode, and South Africa had now been

discovered. From here, they went forward to Asia. Therefore, Egypt became an important

commercial centre between two continents.

Why did the Europeans occupied Egypt? and in 1772, the British signed a treaty

with the Bay of Egypt which enabled British gods transports through Cairo on the way to

India, what did this meant for Egypt? These questions above belonged to the content of the

class.

Teacher 1 states you can see the world as a “remote control”, the British still are

in Africa and in the Gambia, and he calls it neo-colonialism. “We use copies from the West,

which we use for example in the school teaching, even in everything else in the society”,

Teacher 1 explains to the students. The whole school system is a copy from West. From 1965,

the day of independence, the Gambia used the British school system with different levels,

Standard one. Later on, the Gambians changed the school system from standard one to

primary, and later on, to the grade system, which is still used.

The blackboard is commonly used in the classroom. You can see this facility as

the only one. You don’t have access to a map of the world, you neither have access to an

over-head device or a projector. Therefore, a teacher in the Gambia has other starting-points

than a teacher, for example, in Sweden. Furthermore, the structure of the writing on the

blackboard will be important. The need for the textbooks makes them a vital device during the

teaching. This will end up in a clash because of the lack of this material. The teacher himself,

the blackboard and the textbooks, are important and major materials. The clash of the

importance of the textbooks and the lack of them ends up in reading out load in the class

room. This is furthermore a common mode of procedure.

The history of the Gambia was on scheduled subject field in one of the observed

lessons. The social, economic and political development where the three main issues. This is

situated with colonialism, because of the British influences and implications.

The British colonised the Gambia for almost a decennium, when the government

was ruled by the British. Political parties started to establish in the country, close to the

independence 1965. One of the first political developments in the country after independence

was when the governor now was a Gambian. It had only been British governors before, accept

41

for two persons. This governor later became the Prime minister of the Gambia. Moreover, the

Gambians have build up their Government according to the British constitution. For instance,

they have maintained a democratic form of government with a multi-party system with

consecutive presidential and parliamentary elections. The teacher also put across the

development of international relationships in the Gambia. Commonwealth by the British is an

example among others.

The students are commonly integrated in the different classes by Teacher 1. He

asks loads of rhetorical questions to the students as an instrument to make them participate

and to get their attention. Commonly during the observed classes, the students paid attention

and they wrote quietly in their exercise books. Therefore, there were no space for a dialogue

between teacher and students. Sometimes, small questions from students to the teacher were

present.

A notion which was developed during this class was that Teacher 1 conveyed a

negative view of the actions made by the British in the Gambia, before, during and after

colonialism, to his students. He drew parallels to the lack of schools and hospitals during the

colonial era. “After 400 years, the British only left a couple of High Schools”, Teacher 1 says.

In 1927, Saint Augustin High School was established. Two years after, 1929, Armitage High

School set up in the Gambia. In 1959, the third High School was established, Gambia High

School. These three different High Schools were set up during pre-independence. Teacher 1

carry on, “they didn’t do more for us”, in the Gambia. A developed notion is that Teacher 1

thinks it went much better after independence, in the society of the Gambia.

The problematic issue of education is a subject area which is included in social

development. He described it is a difference between the education systems they used in the

Gambia before and after independence. As in above, the progress in the Gambia went much

better after independence. For instance, following independence the number of High Schools

increased. During the first republic, there were 199 primary schools established in the

Gambia. Today there are 240 primary schools. Teacher 1 proceeds the class by telling the

students the government came up with a policy, according to the education system. A re-

organisation was established in the Gambia. Teacher 1 states the education system went much

better after independence in the Gambia.

Furthermore, my impression was that Teacher 1 gave this information to the

students because of my visit to the class. He explained to me, after the class when I asked

him, this is a compulsive subject area in relation to the history of the Gambia. The textbook

about the history of the Gambia, History of the Gambia made simple, describes this subject

42

field during several pages. Whether I would have been there or not, the class was going to be

like this, according to Teacher 1. The History subject has two different parts, African History

and the history of the Gambia. Today was the substance the history of the Gambia.

“Speak English always”, said a sign in one of the classrooms at Daddy Jobe

Comprehensive School. This is exactly what is eventuating, they are not allowed to speak any

other languages than English. Prior discussion in this thesis illustrate that all the teaching is in

English in the Gambia. Likewise, this is a legacy from the colonial era.

The history about Ethiopia was the content of two other classes. Africa at a

Glance was the main material, and the only one, of these two classes. The history class

continues with an account of the colonial era. Teacher 1 conducts a line of argument that two

countries in Africa was never colonised. Liberia and Ethiopia are the correct answer of this

argument.

Teacher 1 uses the narrative technique, when he accounts for the development of

the colonial era. The students listened quietly and interested at him. To make them participate,

he asked questions. Lots of information is given during his classes. Not having access to the

textbooks will make it difficult for the students to create a frame of knowledge. Moreover, he

goes deeply into the history of the actual countries and he points out small particulars to the

students. By increasing the interest and the attention of the students, Teacher 1 tells stories of

different type during his classes. This ended up creating a positive atmosphere in the

classroom. A sign of this positive atmosphere were questions from students to teacher.

To summarize my own impressions of the observed classes they are like lecture

courses. The teacher is positioned on the pedestals and the students will look up to him. The

teacher is the source of information and the students have to receive this information by

respect.

The history classes have been entireness about Africa and the Gambia. A class

has never considered another area. Therefore, the classes are self-centred. They don’t teach

about other countries outside the African continent. Egypt, Ethiopia, Zanzibar, Uganda, Libya

and, of course, the Gambia, were countries on the schedule during the different history

classes.

Every history class has been a preparation class for the coming exam. The

teacher repeats these words several times in every class. It is important for the students to

memorize the conveyed fact. Many of them do not have the ability to read and cram for the

coming exam because of the lack of textbooks at hand.

43

During the history classes, three different textbooks have been relevant, History

of the Gambia made Simple, Africa at a Glance- Success notes on African History, and,

Guidelines on Africa & Wider World- History Objective Questions with Answers.

As during other classes, a detailed compilation of the countries in matter were

supplied during classes about Zanzibar and Uganda. “The United States of Africa”, came up

during the historical course of event of Zanzibar, when Tanzania was created. “The land of

the black”, was a statement formed from Teacher 1. Different languages were established in

this area as a result of the European voyagers, English, French, German and Portuguese.

Hence, Teacher 1 goes deeply inside the historical events from the early arrival of the

Europeans.

Benghazi in Libya was another historical event in focus. Parallels between

Europe and Africa were made during the compilation of this event. The interests of Europe at

this time were about exploitation and empire building. Hitler of Germany and Churchill of

England, tried to build empires. This parallel, to the European continent with its event, was

the only one during the observed classes.

The government class was held by Teacher 2. This class was supposed to look at

historical perspectives about the Organization of African Union (O.A.U) and the African

Union (A.U). Furthermore, the formation of O.A.U was as a result of the ideas of pan-

Africanism. This is a national expression, a sense of belonging, brotherhood. A parallel to the

slave trade was made, when this sense of brotherhood was crossed over sea to the West

Indies. This term has later on been widely spread between native black Africans. This sense of

brotherhood appeared in a common fight against colonialism.

Leadership, personal rivalries and ideological differences, were issues against

this common fight. For instance, an ideological difference was between the British and the

French. The British were radical and the French adopted assimilation. These different

ideologies were a result of colonialism.

A large amount of African history was applied during this class. Teacher 2 also

pointed out the conflict differences between numbers of African countries. Algeria, Ghana,

Nigeria, Ethiopia and Guinea, were some of the countries in the conflict. They tried to put the

differences together and, thus, find a way to come together and lead the continent forward.

The leading ambitions were to promote development, human rights and stop civil wars, the

leading ambitions. O.U.A was formed during this period of history as an institution to solve

the present problems in Africa. Later on, a generation of new leaders changed O.A.U to an

additional active organisation. An international development was carried out. Consequently,

44

the organisation became A.U, African Union. Members of the organisation were supposed to

solve problems together. However, the problems which was in present for O.A.U, was also in

present for A.U, for instance, the problem considering leadership. But there was no other way

to put an end to the problematic situation.

Education, corruption and human rights, are different problems in the Gambia.

“We are far behind”, Teacher 2 says. Lots of wars have been current, and no development

has been implemented. It is especially interesting that Teacher 2 use those words to describe

the situation of his own country.

Teacher 2 performs his class among a structured arrangement. He is well

prepared, when he organizes the class writing different topics at the blackboard. Thus, he

conducts a pleasant structure at the blackboard when he also stops over and waits for his

students to follow him through the procedure. He integrates his students commonly during the

teaching process, when both teacher and students ask several questions.

4.3.2 Kotu Senior Secondary School

History classes at Kotu Senior Secondary School extend during one hour. The school is a

Muslim school, where they separate the girls from the boys. They also have separated

entrances to the school area, and separated classes. Current observed classes were in

“Osman”, the boy section.

“History revision” was the topic at the blackboard during one class. Objective

questions about Africa were on the schedule which Teacher 3 had accomplished. The

Christian missionaries, Quakers and Methodists, during the colonial era were a part of these

questions. The issue about education was in focus during this conversation, when the

missionaries established schools in the Gambia. The Methodists established schools for both

boys and girls, and furthermore, even Gambia High School 1959. During this era, the

government didn’t set up any schools. Consequently, missionaries performed a success in the

Gambia. One question regards the development of different languages in Africans regions.

English became the official language in the Gambia when the country was colonised by the

British.

The following summits and sentences are example questions with answers from

a history paper in grade 11. The questions are constructed by Teacher 3, and the answers

below the question is created by the teacher and the students together. The students were

supposed to answer three questions from this paper.

45

- State the reasons why the British used indirect rule policy in the Gambia.

• Health problems/climate, this answer was linked together with the lack of British

personal.

• It wasn’t expensive.

• Lack barrier, because of the language.

• To preserve customs traditions. A well as other colonies, they used the native people

to rule the country, to get a good relationship between the natives and colonial

masters. Furthermore, this answer is linked together with the easy manipulation of

traditional rulers; it was easy to manipulate the traditional chiefs.

• The British had heard success stories from India and Uganda, who used a similar

system as the British was supposed to introduce.

• It was insecure to use direct rule.

• Communication problem, long time travelling was in present.

Teacher 3 discussed the summated information above with his students in a well done way.

Instead of a teacher on the pedestal, he acted as a mentor.

The hierarchy of the leaders in the Gambia was mentioned during this class concurrent

to the question above, State the reasons why the British used indirect rule policy in the

Gambia.

Several links were present, as to why they did not use direct ruling. For instance, it

was much cheaper to govern the country by indirect ruling, as they had to use adequate

personnel if direct ruling, where they would have to put employees from England into the

Gambia. Using the local people was also an advantage in view of the language.

- Give a brief explanation of the Barra war 1831, was another question during this lesson.

One of the students explained and recounted the whole course of event in front of Teacher 3

and other students. This war was the first struggle between the Gambians and the Europeans.

The King of Barra sold a piece of land to the British, a ceded mile, 30 miles long and 1 mile

wide. The British build a fort at this piece of land in 1826, Bultur. The aim of the fort was to

take control of the slave trade. Finally, the Gambians surrenderd, and they signed the treaty of

Barra.

“History corrections” was the topic of the second class. This class acted as a

replicate of a previous exam. The content of the exam was the history of Africa before the

colonial era, in grade 11. The school year in the Gambia is divided into three different parts

46

when every part symbolizing a three month period. Furthermore, in the end of every three

month period they have an exam. This present exam was the second of the year. In grade

eleven, the students will have a test in view of national history. This exam was set by another

history teacher at the school. Every single question had four different answer alternatives, A,

B, C or D. Furthermore, all the different senior secondary schools in the Gambia have to have

this exam, but it have different construction between different schools in the Gambia. The

main content of this exam was about the development of Islam in Africa. This was the era

they had covered at the time of the exam.

Teacher 3 explained and developed every question especially well. He is

exceptionally pedagogic in a good way. He invite his students in the teaching all the time,

which will compose him in the position as a mentor instead of a leader on the pedestal.

5. Analysis

As a result of different investigation procedures, schoolbook investigations, interviews, and

observations, it is obvious that the content of the school books in history and the teaching

situation are based on the content of the syllabus. The National History Syllabus in the

Gambia presents the frame for the teaching procedure of the history subject. The schoolbooks

are produced according to the regulations of the National History Syllabus, and the history

teaching is implemented according to the schoolbooks.

I could also show that the establishment of western education created a positive

part as the English language has a widespread impact, it can be used over the world as a tool

for communication. All the school teaching is given in English language, which serves as a

positive part, according to the interviewed teachers. In the Gambia, the phrase “speak English

always” tells us that this language dominates in the society, at least, you would like the

language to dominate in the country. According to Cati Coe, this impact from colonialism

illustrates the existing culture in the country. The language is homogeny with the educational

system. “Every Ghanaian needs a sense of cultural identity and dignity… a proper cultural

identity will help free our minds from dependency on the cultures of other people”. In line

with a quotation in the Gambian curriculum, this signifies that it is important to create a

unified cultural identity in a former colony, and this identity is created at school, which is

manifested in the following quote from the curriculum in the Gambia; “…good citizenship

and environmental education across all levels”. Statements above are relevant according to the

47

quotation in the introduction of this thesis. It could be referred to what is implied in the

Swedish curriculum, namely that it formulate pictures of the future.

In line with the discussion above, cultural identity creates a sense of belonging.

As Adu Boahen implies, Pan-Africanism created a national expression as a sense of

belonging, brotherhood, which formulated an attempt for an identity of black men all over the

world. By teaching about colonialism in a great extent, this sense of belonging is created

among the students. Also Mr. Lamin Sanyang conveys this statement to his students during an

observed lesson in Government. According to the Education Policy of the Gambia it is

important to promote a sense of patriotism in the Gambia, a dedication to the nation and

humanity. Cati Coe significates that schools in Africa are associated with access to colonial

power, entry into state employment, and the rejection to conventional ways of living, as a part

of the colonized countries rehabilitation and appropriation efforts. Therefore, culture into

schools is inserted.

Significant textbooks have been improved in the Gambia and are now more

relevant for the Gambian school teaching. According to the Department of State for

Education, the goal has been reached as each child has access to a textbook at Primary Level

and they are for free. Despite this, I know out from my own experiences, that students have to

pay for the textbooks at secondary level. Everyone can not afford this amount of money

which leads to a problematic situation in the classroom. Especially as the classes work on the

supposition that the textbooks are the frame of the classes. According to the teachers and

implemented classroom observations, this source of teaching methods is the most

approachable. However, both according to Hans Dahlgren and the teachers, sources of

learning will consist of several procedures.

The interviews showed that the teachers used the textbooks in history diligently,

and that the teaching about the colonial era was the central history subject. Each one of the

observed classes was about, or was associated to, the colonial era. The colonial era is thus

given a large extent in the history teaching. According to the interviewed teachers the whole

history subject in secondary school deals with this part of the Gambian history. This clearly

corresponds to the regulations in the National History Syllabus, and the history course

textbooks when you are able to find significant information in line with this field of interest.

It was difficult to find any specific judgments about the colonial era and the

British among implemented investigations. By implemented interviews some judgments were

received. The judgments about the British are varying among interviewed teachers. “The

colonial era have had bad effects on the present”, according to one of the teachers. The

48

critical, negative view Walter Rodney declares about colonialism and the British, “belongs to

everyone in the Gambia”, a teacher says. Moreover, every one of the interviewed teachers

describes the Western education establishment from a positive point of view. This is the most

important and positive legacy from the colonial era. It is important, the teachers claim, that

you presents colonialism from both perspectives, positive and negative. This process is

positioned to the interest of the teacher because you are not able to find any regulations

according to the National History Syllabus or the textbooks. ”You can not dismiss the colonial

era in your history teaching, and both sides were in present among this period of history”,

according to Mr. Dibba. An interesting result is that one of the interviewed teachers

interpretations corresponds with Adu Boahen’s, when he describe the colonial era according

to positive conclusions. Furthermore, I figured out that this teacher has been reading this

textbook by Boahen when he gave me an implemented semester project, similar with

Boahen’s conclusions. Other interviewed teachers correspond with Walter Rodney when they

refer to the colonial era as mentioned above.

I noticed, during my observations, that the teachers do not leave their judgments

behind. Towards the interviews, Mr. Sanayang and Mr. Ceesay presented judgments similar

to Walter Rodney, extremely negative to the colonial era. Although, towards the classes both

teachers were objective, and therefore, you are not able to find out weather they are positive

or negative to the colonial era. On the contrary, Mr. Dibba who declares he is positive to the

colonial era according to the interview, put across negative judgments of the colonial era and

the British towards observed classes. Mr. Dibba says it is significant that you describe both

the negative and positive impacts to your students. You are able to meet different valuations

among the history classes, according to my own experiences. A specific interesting opinion

appeared during the observed class in government, when the teacher implies “we are far

behind”, in the Gambia when education, corruption and human rights are different problems

in the Gambia. “After 400 years, the British only left a couple of High Schools during the

colonial era”, will signify as another judgment among a history class. As Adu Boahen implies,

a feeling of inferiority has not entirely disappeared even after decades of independence. As

Walter Rodney and interviewed teachers imply, the British should have done more for their

developing nations.

During implemented schoolbooks investigations, some judgments were found

when reading between the lines. A positive part is created when the author describes the

neutral zone, British Kombo, were many of the Gambian citizens’ took refuge. During

another context, the author describes the British as “ridiculous”. As well, a negative impact of

49

colonialism and the British will be created when the author emphasizes significant Gambian

personalities as “heroes”.

In line with the Education Policy in the Gambia, the Gambian citizens have a

responsibility of the education as they should ensure their shared values in defence of a

common interest. A significant achievement in the Gambia is access to relevant basic

education. Therefore, the Department of State for Education in the Gambia makes a bid for

the education in the country. According to the Education Policy of the Gambia, several

institutions for the development of the education are implemented. Today, several schools

exist in the Gambia.

My classroom observations correspond with the National History Syllabus

regulations and with the content of the textbooks. The history of the Gambia, Egypt, Ethiopia,

Zanzibar, Uganda and Libya will confirm this, as these are different topics in both the

syllabus and the textbooks. Therefore, both the history of the Gambia and the history of

Africa at a whole are commonly conveyed. Normally, the history among these two fields is

about the colonial era.

Relations with the European continent with its events is absent among history

classes, except in relation to colonialism. The history of other continents in the world, accept

from Africa, is not integrated in the history teaching. The Industrial Revolution, the New

Imperialism, scramble for colonies and the Two World Wars are different topics inside the

National History Syllabus, and therefore, in the textbooks as well. Thus, these topics have a

very small extent among the history teaching, according to the National History Syllabus,

textbooks, interviews, and observations. The description of the World Wars was limited.

During self implemented investigations, these events were not presented among the different

observations.

6. Final words

It is immense differences between a history class in Sweden and a history class in the Gambia.

In the Gambia, the teacher is positioned on the pedestal when the classes are described as

lectures. Furthermore, the content of the classes is positioned to different African countries

inside the continent of Africa during the colonial era. Therefore, the students are not able to

develop an understanding of countries and societies outside the continent of Africa.

Maybe, if you have undergone the incidents which were realized during the

colonial era, you have to create a sense of strength which, in some degree, is created among

50

the teaching of the colonial era. As a Gambian citizen, you are able to understand the present

when you discover the past. Commonly, colonized countries are far behind. It is significant to

be united, as in the Gambia, you need to stand for a similar purpose, to elaborate the country.

According to my own beliefs, a great extent of the colonial era in the history

teaching creates unified citizens and a united nation which furthermore are significant

elements to the development of the country. The citizens need a belonging to a common

culture, a culture which is created by the colonial era with its incidents. Furthermore, I think a

mutual perspective of this period of history is difficult to create. Commonly, Gambian citizens

experienced a difficult time during the colonial era. Whether you are positive or negative to

the colonial era and the British, you have to accept the history and the present, you are then

able to influence the future.

It would be interesting to investigate if the Gambian citizens agree with the

ideas above. Therefore, a future investigation could investigate if the Gambia with its citizens

belongs to a common culture and if it is important to live by this culture to unify the citizens.

Already, different elements uphold this statement, for instance, “speak English always” and

the quotation of introduction. Hence, it would be interesting to explore this field.

As 1.1.1 Limitations will tell, this thesis emanate from one perspective, the

teachers, it would be interesting to make a comparison if my collected information from the

teachers corresponds with the students impressions of the colonial era and the perspectives of

this period of history and the British.

A concluding remark, the colonial era is frequently emphasised in the history

teaching in the Gambia, almost the whole history teaching consist of this subject area.

Furthermore, the attitudes towards this era and the British colonisers vary among interviewed

teachers. You have to accept the history and the present, and by that you are able to shape the

future.

51

References

Literature

Boahen, Adu. (1985). “General History of Africa. 7”. Africa under Colonial Domination

1880-1935. California: Unesco

Coe, Cati. (2005). Dilemmas of Culture in African Schools- Youth, Nationalism, and the

Transformation of Knowledge. Chicago: The University of Chicago Press

Dahlgren, Hans. (1995). Mål och medel- Undervisa I grundskolan enligt Lpo 94. Värnamo:

Hans Dahlgren och Ekelunds Förlag AB

Denscombe, Martyn. (2000). Forskningshandboken. Lund: Studentlitteratur.

Falola, Toyin. (2003). “Africa. Volume 5”. Contemporary Africa. North Carolina: Carolina

Academic Press

Rodney, Walter. (1982). How Europe underdeveloped Africa. Washington DC: Howard

University Press

Svingby, Gunilla. (1979). Från läroplanspoesi till klassrumsverklighet. Malmö:

LiberLäromedel

Thelin, Jacob. (1998). How Do We Get a Better School in the Gambia? Uppsala: Uppsala

Universitet

Sources

Jah, Lawrence. (2006). History of the Gambia Made Simple (with Question and Answers).

Banjul: Unique Graphic

Lpf 94. (2006). Curriculum for the non-compulsory school system. Ödeshög: AB Danagårds

Grafiska

52

Nwarie, Johnbull U. (2005). Africa at a Glance- A Compendium of African History for

WASSCE & GCE & Other Allied Examinations. Banjul: Lighthouse Ventures

The West African Examination Council- Regulations and Syllabuses for the West African

Senior School Certificate Examination (WASSCE), 2004-2008

Websites

Upper Secondary School. Curriculum, Skolverket http://www3.skolverket.se/ki03/front.aspx?sprak=EN&ar=0708&skolform=21&infotyp=2&id=21 [Internet] [fetched 2007-106-15]

Education in the Gambia- National Declaration on Education. Department of State for Basic

and Secondary Education, the Gambia

http://www.edugambia.gm/about/index.html [Internet] [fetched 2007-02-15]

Education in the Gambia- Background. Department of State for Basic and Secondary

Education, the Gambia

http://www.edugambia.gm/about/education_background.hrml [Internet] [fetched 2007-02-15]

The Gambia. Kololi Gambia sponsorship, the Gambia, Gambiagrupperna

http://www.fadderbarn.org/gambia.html [Internet] [fetched 2007-02-15]

Personal Archival

Project by Mr. Mamodou Lamin Dibba, 2005-06-30

Interviews

Mr. Mamodou Lamin Dibba- History Teacher, Senior Secondary School, 2007-04-02

Mr. Lamin Sanyang- History and Government Teacher, Senior Secondary School, 2007-04-25

Mr. Mod Talla Ceesay- History Teacher, Senior Secondary School, 2007-04-19

Discussions

Mr. Nicodemus Fru Awasom- History Professor, 2007-04-10

Mr. Cajetan Nnaocha- History Professor, 2007-04-23

Mr. Sankareh- Vice Principle, Dady Jobe Secondary SchooAppendix

53

Appendix A, Interview guide

• Do you have an education to become a teacher, if so, what kind of education?

• Why do you work as a teacher, what is your intention, why this career? • How important do you think the curriculum and the syllabus are?

• Which subject do you think is the most important in the syllabus?

• Does your school teaching assume from the curriculum and the syllabus, maybe your

personal interests?

• Which part of the past do you put across to your students?

• Are you aware of indigenous and western knowledge?

• Do you make a difference in your school teaching between indigenous and western knowledge?

• What is your personal view of these two fields, indigenous and western knowledge?

• Which focus do you have in your school teaching? (Indigenous or western?)

• Do you teach your students about the colonial era?

• Which part of the colonial era do you put across to your students, do you have a wider

focus on a special part?

• When you teach your students about the colonial era, does this teaching assume from the school books?

• Do you have the authority to make a decision which part of the colonial era you

should put across to your students?

• Which view do you have of the colonial era?

• Do you describe this view to your students, is it transferred to the students or is your teaching always objective, at least do you try to make it objective?

• Is it important to put across this history to the students?

• Are you aware of Walter Rodney? Is his view of the colonial era conveyed and

involved in the school teaching?