Instruction under the Influence of the Double Health and Security Crises (COVID-19) in Bamenda (North-West Cameroon): Adaptive Dynamics and Educational Challenges

Abstract

The year 2020 challenged previously shared certainties around the world. The COVID-19 health crisis disrupted social, economic, cultural, political, and human life within communities. Schools, a major tool for socialization and the construction of critical capital in modern societies, also suffered from this crisis. In Bamenda, since November 2016, schools have become a means of contesting the republican order due to the actions of separatists. Despite the resilience of certain educational institutions, the coronavirus sounded the alarm for all. The school system has been shaken to its foundations since March 2020, leading to an educational crisis. The digital option was adopted as an alternative support for education. However, this adaptive dynamic faces multiple challenges. This article aims to explore the digital mutation, relying on functionalist and neo-Marxist theories. Data were collected through participant observation, group discussions on three WhatsApp platforms counting 250 students of the University of Bamenda each, 15 individual phone interviews with teachers and administrators from primary, secondary, and higher education institutions in Bamenda, and documentary research. The findings suggest that the COVID-19 crisis, far from sealing the fate of education in Bamenda, has also broadened its perspectives, albeit differentially depending on educational levels. While adapting to the context of the security crisis through digital means, numerous challenges temper the impact.