"Kreyòl Pale, Kreyòl Konprann": Haitian Identity and Creole Mother-Tongue Learning in Matènwa, Haiti

Abstract

Abstract:Lekòl Kominotè Matènwa (LKM), a small island school in the Matènwa La Gonâve community, is engaged in the reform of the Haitian education system and the legitimization of the Creole language. Through a culturally relevant Creole mother-tongue pedagogy coupled with cultural awareness learning model, primary school children are encouraged to develop their Haitian identity. A qualitative research was conducted with diverse participants from LKM and other two other schools—first graders, sixth graders, and their educators—to understand the model. Through observations, interviews, a focus group, and prolonged stay in the field, this research aimed to offer a comparative and explanatory view on the impact of this combined learning model on identity.