College - Author 1
College of Liberal Arts
Department - Author 1
Social Sciences Department
Degree Name - Author 1
BA in Sociology
Date
3-2024
Primary Advisor
Nikhil Deb, College of Liberal Arts, Social Sciences Department
Abstract/Summary
Algeria was brutally taken and colonized by France for over 130 years, altering the structure of their society, cultural artifacts, heritage, and languages. Algerians fought and reclaimed their independence, but the consequences and adverse outcomes have seeped into the fabric of society long after the Independence War of 1954-1962. Building on the available literature on colonialism and post-colonial societies and theories, this paper examines, from a sociological perspective, the relationship between Algerians, language plurality, and how the country’s education system and its language education policies, maintained by the power, play a crucial role in systemically perpetuating a deeply rooted conflict of identity. The analysis will focus on causal pathways, namely colonialism and linguistic hegemony, that have led to the apparent failures of Arabisation and educational policies in the country. Algeria is a country that has been through many societal and geopolitical shifts and transformations, resulting in many Algerians experiencing hardships attributable to this deeply rooted conflict of identity at the national level. Although more research is needed to grasp the full extent of that systemic issue, the paper concludes with a discussion on the broader implications of the education system’s failures and the national conflict of identity for the Algerian people. Understanding the foundation of Algeria as a postcolonial society is essential in assessing its modern trajectory and encouraging lasting educational reforms toward plurality.
URL: https://digitalcommons.calpoly.edu/socssp/175