Библиография
1. Ashcroft B., Griffiths G., Tiffin H. Post-colonial studies. The key concepts (2nd ed.) L.; N. Y.: Routledge, 2007.
2. Awasom N. F. Negotiating federalism: How ready were Cameroonian leaders before the February 1961 United Nations plebiscites? // Canadian Journal of African Studies / Revue Canadienne des Études Africaines. № 3 (36). 2002. P. 425—459.
3. Awasom N. F. The reunification question in Cameroon history: Was the bride as enthusiastic as the groom? // Africa Today. № 2 (47). 2000. P. 90—119.
4. Cameroon Politics and Society in Critical Perspective. N. Y.: University Press of Americas, 2003.
5. Chem-Langhee B. The Kamerun Plesbiscite 1959—1961: Perceptions and Strategies. University of British Colombia, Ph. D. Dissertation, 1976.
6. Collecting and interpreting qualitative materials (2nd ed.). Thousand Oaks, California: Sage, 2003.
7. Delancey M. D., Delancey M. W., Mbuh R.N. Historical dictionary of the Republic of Cameroon. Maryland: The Scarecrow Press Inc, 2010.
8. Ebot Ashu F. E. The Historical Foundation of Education in Cameroon. Limbe Cameroon: Presbook Plc, 2020.
9. Engelbrecht A. Textbooks in South Africa from apartheid to post-apartheid: Ideological change revealed by racial stereotyping, 2006.
10. Eyongretah T., Brain R., Palmer R. A History of Cameroon (New Edition). London: Longman Group Limited, 1990.
11. Fanso V. Anglophone and Francophone nationalism in Cameroon. The Round Table, 1999.
12. Fanso V. Cameroon history for secondary schools and colleges. Vol. 2. The colonial and post-colonial periods. L.: Macmillan, 1989.
13. Fould K. The Somali question: Protracted conflict, national narratives, and curricular politics in Kenya // In History can bite: History education in divided and postwar societies / eds. Denis Bentrovato, Karina Korostelina, and Martina Schulze. Gottingen: V & R Unipress, 2016. P. 45—59.
14. Fru R. N., Wassermann J. Constructions of identity in Cameroonian textbooks in relation to the reunification of Cameroon // Journal of Educational Media, Memory and Society № 12 (2). 2020. P. 57—76. Doi: 10.3167/jemms.2020.120203
15. Fru R. N., Wassermann J. Exploring silences in History Education: The case of the re-unification of Cameroon in a Francophone Cameroonian history textbook // Teaching African history in schools: Experiences and perspectives from Africa and beyond. Leiden: Brill-Sense Publishers, 2021. P. 88—106.
16. Gham N. G. The varied nature of history textbooks in the teaching of history in Cameroonian schools // Yesterday & Today. № 14. 2015. P. 267—275.
17. Grimes B. F. Ethnologue: Languages of the World 13th Edition. Dallas, Texas: Summer Institute of Linguistics, 1966. P. 185—215.
18. Hamadi L. Edward Said: The postcolonial theory and the literature of Decolonisation // European Scientific Journal [Special Edition]. № 2. 2014. P. 39—46.
19. Hitchcock P. Postcolonial Africa? Problems of theory // Women's Studies Quarterly 25. № 3/4. 1997. P. 233—244.
20. Joseph E. The Growth of Political Parties in Southern Cameroon 1916—1960. Yaoundé: CEPER, 1992.
21. Joseph R. National Politics in Post- War Cameroun: The Difficult Birth of the UPC // Journal of African Studies. Vol. 2. 1975. P.201—239.
22. Joseph R. Radical Nationalism in Cameroon: Social Origins of the UPC Rebellion. L.: Oxford University Press, 1977.
23. Kale P. Political Evolution in the Cameroons. Buea: Government Press, 1967.
24. Kofele Kale N. Reconciling the Dual Heritage: Reflections on the “Kamerun Idea” // An African Experiment in Nation Building: The Bilingual Cameroon Republic since Reunification. Boulder, Colorado: West view Press, 1980. P. 3—24.
25. Konings P., Nyamnjoh F. The anglophone problem in Cameroon // The Journal of Modern African Studies. № 2 (35). 1997. P. 207—229.
26. LaSpina J. The visual turn and the transformation of the textbook. Mahweh, NJ: Lawrence Erlbaum Associates, 1998.
27. Lin L., Zhao Y., Ogawa M., Hoge J., Kim B. Whose history? An analysis of the Korean war in history textbooks from the United States, South Korea, Japan and China // Social Studies. № 5 (100). 2009. P. 222—232.
28. Maposa M. T. An analysis of the construction of African consciousness in contemporary South African history textbooks. PhD diss., University of KwaZulu-Natal, 2014.
29. McClintock A. The angel of progress: Pitfalls of the term “Post-colonialism // Colonial discourse and post-colonial theory: A reader / ed. Patrick Williams, Laura Chrisman. Hemel Hempstead: Harvester Wheatsheaf, 1993.
30. McLeod J. Beginning postcolonialism. Manchester: Manchester University Press. 2000.
31. Michalopoulos S., Papaioannou E. The long-run effect of the scramble for Africa // American Economic Review. № 7 (106). 2011. P. 1802—1848. DOI: 10.1257/aer.20131311.
32. Milne M. No Telephone to Heaven: From Apex to Nadir-Colonial Service in Nigeria, Aden, the Cameroons and the Gold Coast, 1938—1961. Stock bright, Meon: Hill Press, 1999.
33. Moroney S. Handbooks to the Modern World Africa. Vol. 1. N. Y.: Facts and file Publications, 1989.
34. Ndille R. Learn History, Think Unity: National Integration through History Education in Cameroon, 1961—2018 // Yesterday & Today. № 23 (1). 2020. P. 44—70.
35. Ndille R. N. Colonial Heritages, Educational Incompatibilities, and the Challenges for a Reunified Cameroon // Historicka Sociologie-Historical Sociology. № 1 (12). 2020. P. 33—47.
36. Nfi J. The question of insecurity in the Southern Cameroons reunification
37. Ngoh J. V. Cameroon 1884—1985. A Hundred Years of History. Yaoundé: Navi-Group Publication. 1987.
38. Ngoh V. J. History of Cameroon since 1800. Limbe: Presbook, 1996.
39. Nieuwenhuis J. Qualitative research designs and data gathering techniques // First steps in research / ed. Kobus Maree. Pretoria: Van Schaik Publishers, 2007. First ed. P. 70—85.
40. Nyinchiah G. G. Comparative Analysis of Representation of Historical Facts in History Text Books in Cameroon // Schools. International Journal of Arts, Humanities & Social Science. Vol. 1. № 2. 2020. P. 54—64.
41. Nyinchiah G. G. The varied nature of history textbooks in the teaching of history in Cameroonian schools // Yesterday & Today. № 14. 2015. P. 267—275.
42. Pingel F. UNESCO guidebook on textbook research and textbook revision. Braunschweig: UNESCO, 2010.
43. Preez J. M. Du. Africana Afrikaner: Meestersimbole in Suid-Afrikaans skoolhandboeke. Alberton: Librarius Felicitas, 1983.
44. Rodden J. Ideology as core curriculum? Textbooks and German re-education in May 1945 // The Midwest Quarterly. № 50 (3). 2009. P. 267—283.
45. Said E. Orientalism. N. Y.: Vintage Books, 1978.
46. Schissler H. Limitations and priorities for international social studies textbook research // The International Journal of Social Education. Vol. 4. 1989—1990. P. 81—89.
47. Smith E. 44 years of Cameroon’s unification: Has it been success? // African Renaissance 2. № 6. 2005. P. 88—92.
48. Torrent M. Diplomacy and Nation Building in Africa: Franco- British Relations and Cameroon at the End of Empire. L.; N. Y.: I.B. TAURIS, 2012.
49. Tosh J. The pursuit of history. L.: Routledge, 2009.
50. Walia S. Postmodern encounters. Edward Said and the writing of history. L.: Faber and Faber ltd, 2001.
51. Willard R. Johnson W. R. The Cameroon Federation: Political integration in a Fragmentary Society. N. Y.: Princeton, 1963.
52. Yenika-Agbaw V. Textbooks, Literacy, and Citizenship: The Case of Anglophone Cameroon // Research in the Teaching of English. № 50 (4). 2016. P. 378—399.
Комментарии
Сообщения не найдены