HISTORY EDUCATION IN POST-COLONIAL SENEGAL AND ZAMBIA. A COMPARATIVE ANALYSIS

This article presents a comparative analysis of the role of history curricula and textbooks in post-independence Senegal and Zambia, from the 1960s to the 2010s. By examining the history of education reforms in both countries over this period, this research aims to assess whether and how historical narratives in school curricula and textbooks have shifted in response to political and economic changes. The comparative analysis illustrates that while both countries aimed to use education to unify ethnically diverse populations, their approaches diverged significantly, reflecting broader socio-political dynamics.