This paper discusses language, learning, cooperation and identity in a postcolonial, multilingual context. Based on literature study, participant observation and interviews we show the impact of an ambiguous national context, indecisive school boards and unclear governmental choices regarding identity and education, which result in an ambivalent and failing school system, poor school results, high drop-out percentages and a failure to develop a national identity, resulting in an ambivalent post-colonial setting, a passive attitude and poor development of communicative skills.
|Keywords:||Language, Curaçao, Culture, Education|
assistant professor, Faculty of Management and Organization, University of Groningen, Netherlands
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