Date of Graduation
Spring 5-16-2025
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
College/School
School of Education
Department
Educational Leadership
Program
Organization & Leadership EdD
First Advisor
Ursula S. Aldana, Ph.D.
Second Advisor
Monisha Bajaj, Ed.D.
Third Advisor
Michael Duffy, Ed.D.
Abstract
When the French colonial power structured the education system in Madagascar during colonization (1896-1960), they oriented it toward French needs and interests (Rosnes & Rakotoanosy, 2016). One of the relics of the French colonial influence that significantly affected Madagascar since its independence in 1960 is the choice of language of instruction in its domain of education. Even though Madagascar has its sole spoken and written language, “Malagasy,” that people use every day, it has decided to borrow French and utilize it as the language of instruction and administration for its people (Dahl, 2011; Rosie, 2012; McCaughey, 2020; Pirbay & Rosenboom, 2020). Unfortunately, since its independence, Madagascar has not yet taken benefit of its unique linguistic richness to educate its children. Therefore, 65 years after independence, it is necessary for Madagascar to be freed from “political and cultural imperialism” (Sawant, 2012, p. 121), including its sphere of education. Madagascar's education system needs to be changed and updated and has to respond to the context of the nation. To bring my contribution to this battle, this qualitative case study research attempts to enhance decolonizing education system in Madagascar by exploring the use of Malagasy as the primary language of instruction in schools. Utilizing postcolonial theory, the purpose of this study examines how the use of Malagasy as the primary language of instruction in schools might serve as a decolonizing force in education against French colonial legacies. It is also to understand how policymakers, school leaders, teachers, educators, parents, and students view the education system and the language of instruction in Madagascar. Furthermore, it explores whether the implementation of the Jesuit pedagogy model in Madagascar promotes decolonizing education for the country.
Recommended Citation
Razafimahafaly, P. (2025). Decolonizing Education in the Post-Independent Madagascar by Utilizing Malagasy as the Primary Language of Instruction in Schools. Retrieved from https://repository.usfca.edu/diss/727
