Abstract
On paper, Cameroon is an independent country. However, the outward trappings of independence conceal the role former colonial powers, especially France, still play in the economic, political, and cultural policies of the country. Cameroon can, therefore, be described as a neocolonial nation. This article deals with my experience as a student and a classroom teacher in Cameroon and explores issues relating to school curriculums. It analyzes school curriculums in the context of a neocolonial state.
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