Pedagogical Approaches and the Impact of New Technologies on Teaching African History: Between a Didactic Revolution and Imagined Communities

At the turn of the year 2000, we witnessed profound changes in pedagogical practices due to revolutionary advances in computer science (Castells: 1998). Computers and social media have opened up new and rich avenues allowing for a more active pedagogical approach to learning strategies (P. Fonkoua: 2006; Onguene Essono: 2009). More teachers and scholars are thus working together to shed light on the benefits and challenges brought by the advent of digital technologieswithin pedagogical approaches and methodologies (Anderson and Dron: 2011). And even though debates related to the writing of African history still rage on, the aim of our study is not to question the primacy of teaching history in African countries. In spite of this, it is difficult if not foolish not to acknowledge the interconnectedness of various parts of the world and its impact on our understanding of history. For this reason, the current study aims at opening up scholarly projects to this new environment (P. Fonjoua & Béché: 2016).