16:00 〜 16:30
[2L11] Citizenship education and Malagasy philosophy: An analysis of the upper secondary school curriculum
キーワード：Citizenship Education, Madagascar, Malagasy philosophy, curriculum, Africa
As French is the language of instruction in Madagascar, the Malagasy subject is the only subject that uses the Malagasy language at school and it incorporates moral and citizenship education. The aims of the Malagasy subject have been redefined in the recent upper secondary school curriculum reform, to familiarize students with the values, traditions, and cultural aspects that have evolved, and foster a willingness to embrace progress and development that harmonize with Malagasy values. On the other hand, a new subject focusing on Global Citizenship Education (GCE), taught in French and predominantly focusing on Western views and values, has been introduced in the new curriculum.
The literature identified that reconciling local and global identities and interests represents one of the biggest challenges of GCE today. This study seeks to understand how the Malagasy philosophy seen in the curriculum is being reconciled with current global education goals. What values are conveyed in the Malagasy subject in upper secondary school in the era of global citizenship? How do such values reconcile with GCE? The Malagasy subject curriculum in the first, second and third year of upper secondary school, accompanying materials, and examinations were analyzed.
In the first year, the values seen in the slogans of the first republic are highlighted – homeland, liberty, and progress – which directly links to the concept of Malagasy citizenship. During the second year, attention is directed towards Malagasy concepts related to justice and fairness, rooted in the pursuit and defense of truth. In the third year, the focus is on nurturing harmonious relationships, just actions, and discernment for societal balance. A willingness to reconcile GCE with indigenous knowledge is noticeable. However, the Malagasy subject curriculum clearly set the boundaries that the advancement and the development to be adopted will only be the ones “compatible with Malagasy values”.
The literature identified that reconciling local and global identities and interests represents one of the biggest challenges of GCE today. This study seeks to understand how the Malagasy philosophy seen in the curriculum is being reconciled with current global education goals. What values are conveyed in the Malagasy subject in upper secondary school in the era of global citizenship? How do such values reconcile with GCE? The Malagasy subject curriculum in the first, second and third year of upper secondary school, accompanying materials, and examinations were analyzed.
In the first year, the values seen in the slogans of the first republic are highlighted – homeland, liberty, and progress – which directly links to the concept of Malagasy citizenship. During the second year, attention is directed towards Malagasy concepts related to justice and fairness, rooted in the pursuit and defense of truth. In the third year, the focus is on nurturing harmonious relationships, just actions, and discernment for societal balance. A willingness to reconcile GCE with indigenous knowledge is noticeable. However, the Malagasy subject curriculum clearly set the boundaries that the advancement and the development to be adopted will only be the ones “compatible with Malagasy values”.
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