THE AMBIVALENCE OF POSTCOLONIAL MAURITIUS

Abstract

At the independence of Mauritius, multiculturalism policy, as part of the decolonisation agenda of “Mauritianisation”, was instituted in education. The official English language, through the curriculum, was buttressed to police the population according to the moral standards of multiculturalism. In this article, popular culture as manifested through ethnographic research into students’ negotiations of official multiculturalism implemented through school textbooks, will be shown to flout policy. It will be demonstrated that resistive cultural practices of Mauritian students, embodied by vernacular Creole, contest the cultural essentialism promoted by the government. Creole language, in particular, and various in‐between cultural experiences articulate the hybrid, diasporic and global dimensions of the lives of ordinary postcolonial Mauritians.

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