More than 200 years have passed since Haiti cut loose from the French colonial empire. A lot has happened since, both to Haiti as a state and to the society as a whole. This study investigates the critiqued relevance of postcolonialism in the 21th century, taking stance in the question of language of instruction in the Haitian school system. Through a qualitative interview based method of data gathering and a comparison with a postcolonialistic theoretical framework, this study first examines the reasons why the recommended use of Haitian creole as language of instruction, rather than French, has been sparsely implemented with the supposed effect of keeping the majority of Haitians in poverty. Secondly it discusses the conclusions drawn on the issue and what they say about the role of colonial societal structures globally. After establishing proof for the prevalence of colonial societal structures as reasons for the dominance of the French language in Haiti, this report suggests further studies on the subject of the relevance of postcolonialism as a model of explanation for contemporary societal phenomena.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-142349 |
| Date | January 2017 |
| Creators | Brändström Nyström, Maja |
| Publisher | Umeå universitet, Statsvetenskapliga institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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