Traditional Values and Local Community in the Formal Educational System in Senegal: Relevance, Need, and Barriers to the Integration of Local Knowledge

Dedication
Contents
List of table
Acknowledgments
List of acronyms
1. Introduction
	1.1. Context
	1.2. Statement of the problem
	1.3. Significance and purpose of this study
	1.4. Research questions
	1.5. Structure of this book
2. Reviewing the literature and framing the concepts
	2.1. Western education, cultural values, and socioeconomic development through the lenses of social theorists
	2.2. Description, discussion, and framing of main concepts
	2.3. African traditional education: Place and role of community and values, social responsibility, and expectations
	2.4. Western education effects on traditional education and values
	2.5. Evolution of formal education and promotion of cultural values and local communities
	2.6. Conclusion
3. Methodology
	3.1. Research design
	3.2. Research methods
	3.3. Ethical concerns
	3.4. Limitations
	3.5. Background and positionality
	3.6. Conclusion
4. The case
	4.1. Thies: Historical and demographic background information
	4.2. The Serrer Noons
	4.3. The Serrer Noons’ traditional culture
	4.4. Economic background
	4.5. Education in the community
	4.6. The school
	4.7. My year
5. Traditional values and/or moral principles: Definition of concepts, perception by participants, and place in daily life
	5.1. Jom
	5.2. Muñ
	5.3. Suturë
	5.4. Kersa
	5.5. Teranga
	5.6. Maslaa
	5.7. Kal
	5.8. Other traditional values
	5.9. Critical assessment
6. Discourses regarding traditional values in Senegal
	6.1. Values versus local practices
	6.2. Perception, place, and use in the community
	6.3. Embodiment of values
	6.4. Gender and values
	6.5. Age and values
	6.6. Values in the past versus values now
7. Values and/or moral principles in schools: Presence, use, and reference
	7.1. Values in the schools
	7.2. Values and antivalues in the target school
	7.3. Informal use and reference to local values, traditional moral principles, and local practices
	7.4. Formal use of values and local practices
	7.5. Suggestion on how to best integrate traditional values
	7.6. Values in formal schools: What for?
8. Implications and challenges
	8.1. Effects on the teaching-learning process
	8.2. Effects on teachers
	8.3. Effects on learners
	8.4. Challenges
	8.5. Relevance
9. Local community
	9.1. APE, AMER, and CGE: Role, engagement, and effects
	9.2. Local community’s engagement and visits to schools
	9.3. Parents pedagogical and financial support to schoolchildren
	9.4. Effects on schooling
	9.5. Promoting increased involvement/engagement
10. Conclusion and recommendations
	10.1. Contributions and future research
	10.2. Recommendations
Appendices
Index