Teaching history and geography in Madagascar: Between colonial legacies and paths to decolonization

Authors

  • Roberto Francis Veriza Department of Geography, CEDRATOM, University of Toliara, Madagascar, and UMR 5319 Passages CNRS, University of Bordeaux Montaigne, France

Abstract

History and geography education still hold a prominent place in Madagascar’s school curricula. However, current geography programs in Malagasy schools place greater emphasis on France’s geography than on Madagascar’s own. This situation reflects an incomplete decolonization of Madagascar’s educational system, hindering the development of a contextualized and locally relevant geographical knowledge base. Failing to incorporate a deeper understanding of the country into school curricula directly disadvantages Malagasy communities and residents. To address this issue, this study adopts a reflexive approach to the intersections between colonialism and education, drawing on pedagogical experiences ranging from preschool to university. The methodology is based on an extensive documentary analysis, complemented by an examination of educational discourses and teacher representations to assess the ideological and structural implications of educational policies. Given this situation, urgent changes are needed to ensure that school programs address Madagascar’s own geographical issues. In other words, the decolonization of curricula – particularly in geography – is a crucial and contemporary challenge for Malagasy society. This research highlights the urgent need to decolonize school curricula, especially geography programs, to respond to Madagascar’s contemporary identity and societal challenges.

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Published

2025-06-24

Issue

Vol. 1 (2025)

Section

Thematic issue (ed. by Fatichenti, Charpentier)

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