Nommer pour Éduquer : Idéologie et Valeurs dans Au Sommet, un Manuel de Français au Kenya

This article examines the ideological and educational significance of character naming in Au Sommet, a French as a Foreign Language (FLE) textbook widely used in Kenyan secondary schools. It argues that names in school textbooks are not neutral labels but powerful discursive tools that transmit social, moral, and civic values aligned with state educational objectives. Drawing on critical discourse analysis (CDA) and onomastics, the study demonstrates how naming practices contribute to the construction of a “student-citizen” shaped by specific cultural representations and ideological frameworks. The article begins by situating textbooks as central instruments of socialization in educational systems, particularly in language education where discourse plays a formative role. In the Kenyan context, French textbooks do more than teach linguistic competence; they actively participate in citizenship education by promoting norms, behaviours, and worldviews valued by the state. Language choices in textbooks, including character names, are therefore motivated and intentional, designed to persuade learners that certain attitudes are desirable while others should be discouraged. Focusing on naming as a frequently overlooked yet highly meaningful feature, the study emphasizes that assigning names to fictional characters is a symbolic act. Names can encode values such as discipline, solidarity, authority, or moral integrity, and they guide learners’ interpretations of social roles. For instance, the character “Monsieur Boussole,” a geography teacher, metaphorically embodies guidance and intellectual orientation, reinforcing the teacher’s role as a moral and cognitive guide. Similarly, the name “Saidia,” derived from Swahili and meaning “help,” embeds civic values of solidarity and altruism within a culturally Kenyan identity. The theoretical framework combines Critical Discourse Analysis, primarily inspired by Fairclough and Van Dijk, with insights from linguistic pragmatics and speech act theory. From this perspective, naming is understood as an illocutionary act: to name is to act, to position, and to legitimize. The article also engages with debates in the philosophy and linguistics of proper names. While traditional referentialist theories claim that proper names lack meaning beyond reference, contemporary scholarship demonstrates that names often carry descriptive, cultural, and ideological meanings. The inclusion of proper names in modern dictionaries further supports their communicative and semantic relevance. Methodologically, the study adopts a qualitative content analysis of dialogues extracted from Au Sommet. A corpus of 169 character names was identified, from which a purposive sample was selected. European Christian names were excluded due to their colonial and missionary origins and their lack of specific African cultural anchoring. The analysis classified names according to cultural origin, gender, social connotation, semantic value, and narrative role. These findings were then interpreted through CDA, considering the educational objectives explicitly stated in the textbook. The results reveal a carefully structured onomastic system. Indigenous Kenyan names (e.g., Musyoka, Chebet, Kwamboka, Santoi) anchor characters in recognizable cultural contexts and are often associated with positive social roles, reinforcing local identity and multicultural inclusion. Names of Muslim or diasporic origin (e.g., Moussa, Mamadou, Fatou, Singh) introduce a transnational dimension, promoting a plural and inclusive vision of citizenship. Allegorical names such as Monsieur Loi, Madame Pourlà, and Madame Contrelà function as pedagogical devices that personify abstract political concepts, facilitating learners’ engagement with civic debate and democratic values. The discussion highlights how these naming strategies contribute to the normalization and legitimization of dominant ideologies, while also revealing tensions, particularly regarding gender representation. Although some female characters occupy empowered roles, stereotypical patterns persist, underscoring the need for critical scrutiny. To conclude, the article demonstrates that naming in textbooks operates as a subtle but powerful ideological mechanism. Proper names function as instruments of socialization, shaping learners’ identities, moral outlooks, and civic imagination. The study calls for greater awareness among textbook designers, teacher training in critical textbook analysis, inclusive representation, and continuous evaluation of educational materials to ensure equity, diversity, and cultural respect.