‘How, for God’s sake, can I be a good Muslim?' Gambian Youth in Search of a Moral Lifestyle

By analysing the case study of a young Muslim man's conversion within and between different expressions of Islam in the Gambia, this article challenges common understandings of conversion that see it as a transition from one form of religious belief or identity to another, as well as theories of Islam's place in Africa that distinguish between ‘local’ traditions and ‘world’ religions. The ethnographic case study illustrates that, for Gambian youth, conversion is not a unilinear path but entails the continuous making of moral negotiations and a preparedness to reflect on the ambiguity of selfhood – an inevitable result of the making of these negotiations

Multilingual examinations: towards a schema of politicization of language in end of high school examinations in sub-Saharan Africa

In many countries of sub-Saharan Africa, the release of each year’s results for the end of high school examinations heralds an annual ritual of public commentary on the poor state of national education systems. However, the exoglossic/monolingual language regime for these examinations is infrequently acknowledged as contributing to the dismal performance of students. Even less attended to is the manner in which the language of examinations, through shaping students’ performances, may be exacerbating social inequalities. This article politicizes the language of examinations in the region in the hope of generating policy and research interest in what is arguably an insidious source of inequality. The article makes three arguments. Firstly, it is argued that current exoglossic/monolingual practices in these examinations constitute a set of sociolinguistic aberrations, with demonstrable negative effects on students’ performance. Secondly, it is argued that the gravity of these paradoxical sociolinguistic disarticulations is better appreciated when their social ramifications are viewed in terms of structural violence and social inequality. Thirdly, in considering how to evolve a more socially equitable examination language regime, it is argued that the notion of consequential validity in testing positions translanguaging as a more ecologically valid model of language use in examinations