Taking into Account Linguistic Diversity in the Context of African Schools: The Difference Between Discourse and Implementation

Since independence, the question of how to integrate the schools inherited from colonization into community life in Africa has always arisen, and with acuteness. Likewise, the question of how to integrate endogenous knowledge into the curriculum of this so-called modern school system also still arises. These questions certainly arise from the desire to make systems more effective and efficient, but above all, they are dictated by the concern to strengthen national cultural identities, to legitimize state policies that want to assert their intellectual and cultural independence in relation to the old metropolises, and to make this so-called modern school system responsible for the future that Africans wish to give themselves through the education of younger generations. The article aims to demonstrate the necessary dynamic symbiosis between the endogenous knowledge that has been transmitted from generation to generation in African traditions and the exogenous knowledge that is being imported from the West and the East. This cannot be done without integrating national languages ​​into educational systems and significantly improving the quality of education.