Скачать или смотреть Cultural colonialism

One of the most profound and enduring cultural elements of colonialism in Africa was the promotion of European languages at the expense of indigenous African languages and dialects.

This was not merely a linguistic shift; it was a deliberate strategy with deep cultural, social, and political ramifications.
Here's a breakdown of how this played out and its cultural impact:
1. Imposition as Official Languages:
Administrative Tool: Colonial powers (British, French, Portuguese, Belgian, German, etc.) established their own languages (English, French, Portuguese, etc.) as the official languages of administration, governance, and law. This meant that to participate in the formal structures of the colonial state, one had to learn the colonial language.
Education Medium: European languages became the sole or primary medium of instruction in schools. Indigenous languages were often either ignored, suppressed, or relegated to the early years of primary education, if at all. This created a strong incentive for parents to send their children to schools where they could learn the "language of opportunity."
Economic Advantage: Proficiency in the colonial language became a prerequisite for higher-paying jobs in the civil service, trade, and private sector. This created an elite class that was fluent in the colonial language, further entrenching its perceived value.
2. Devaluation and Stigmatization of Indigenous Languages:
"Primitive" vs. "Civilized": European colonizers often propagated the idea that African languages were "primitive," "undeveloped," or incapable of expressing complex ideas, scientific concepts, or modern thought. This was a direct assault on the cultural richness and intellectual capacity embedded in these languages.
Lack of Investment: Colonial authorities generally invested little in the development of African languages. There was minimal effort to standardize orthographies, create grammar rules, produce dictionaries, or develop educational materials in indigenous languages, further reinforcing the narrative of their inferiority.
Suppression and Banning: In some instances, indigenous languages were actively suppressed or even banned in schools, public spaces, and official communications. Children caught speaking their mother tongue in colonial schools might be punished, leading to shame and a subconscious rejection of their own linguistic heritage.
3. Creation of Linguistic Hierarchies and Divisions:
Internalized Inferiority: Over time, many Africans internalized the colonial narrative, leading to a perception that European languages were superior and more prestigious. This often resulted in parents prioritizing European language acquisition for their children, sometimes even discouraging the use of indigenous languages at home.
Elite vs. Masses: A linguistic divide emerged between the educated elite, who were proficient in the colonial language and had access to power and resources, and the majority of the population who primarily spoke indigenous languages. This contributed to social stratification and hindered effective communication and participation in national life for many.
Perpetuation of Division: In some cases, colonial powers intentionally promoted specific indigenous languages in certain regions or among certain ethnic groups to create divisions and facilitate "divide and rule" strategies, further complicating the linguistic landscape.
4. Impact on Education and Knowledge Systems:
Loss of Indigenous Knowledge: Languages are repositories of culture, history, traditional knowledge, and unique ways of understanding the world. By marginalizing indigenous languages, colonialism contributed to the erosion of valuable traditional knowledge systems, oral histories, and cultural practices that were transmitted through these languages.
Curriculum Alienation: Education conducted solely in European languages often alienated African students from their own cultural context. Curricula were Eurocentric, focusing on European history, literature, and values, further disconnecting students from their heritage.
Challenges in Learning: For many African children, learning in a foreign language (the colonial language) presented a significant barrier to effective learning, leading to lower literacy rates and academic underachievement compared to what might have been achieved in their mother tongue.
5. Post-Colonial Legacy:
Official Language Dilemma: Even after independence, many African nations retained the colonial languages as their official languages. This was often due to practical reasons (the vast number of indigenous languages, a desire for a "neutral" language to avoid ethnic tensions, and existing administrative structures), but it perpetuated the colonial linguistic legacy.
Linguistic Imperialism: The continued dominance of European languages in education, government, and high-status professions is sometimes referred to as "linguistic imperialism".