**8. Conclusion**

*Education, Human Rights and Peace in Sustainable Development*

are especially affected.

(**Figure 4**).

**7. Discussions**

organization.

seen above?

intended messages and their target audiences.

had reportedly attacked 42 schools, at least 36 of which were burnt down; the Cameroonian's figure indicated that they had burnt at least 120 schools. Rural areas

Anglophone villages suspected of harboring separatists or arms have been burned and pillaged in both the South West and North West regions. Homes have been burned to ashes, sometimes with their inhabitants. About 206 settlements have been raided and partially destroyed by state defense forces during attempts to crack down on armed separatists. Several villages in Mbonge and Konye subdivision have been completely emptied of their population. Civilian witnesses say that army attacks are routinely followed by the ransacking of houses and shops, the destruction of food stocks, and the rounding up and mistreatment or killing of civilians, often as reprisals for their killing of a member of the defense and security forces

One of the key ways social movements engage in cultural resistance is by means of the production and dissemination of multiple forms of media in order to mobilize support, to reach out for supports beyond those already in agreement with movement claims, and to increase the legitimacy of their claims and demands. Social movements operate at a considerable disadvantage when trying to influence news portrayals of issues than do their better-funded opposing groups and

Anglophones or Ambazonians who are defending themselves from the Cameroon security forces that kill them are presented in the state television and other media as "terrorists" and never as those fighting for a just course, whereas as seen above, they did not start the war; it was declared on them. The main stream media equally promoted hate speech and incitement to violence, which radicalized separatist groups the more. Government officials refer to protesters in dehumanizing or incendiary terms, such as "dogs" and "terrorists" in the main stream media. When the security agents who terrorize the population are presented in mainstream media, they are considered as valiant and patriotic agents of the republic who protect the population. Did they really protect the population when they tortured them, arbitrarily arrested them, and burned their houses as

Therefore, media serve to propagandize and serve the interests of the powerful that control and finance them. The propaganda model shows that media function to represent the agendas of the dominant social, economic and political groups that exercise power nationally and globally. Therefore, social movements face difficulties in their attempts to transmit their claims and to traverse the gap between their

Activists in the Ambazonian crisis created a strategy that Mattoni [47] considered as alternatives that are the creation of their own independent media or public forums of communication in order to communicate for a lack of interest or bias by established media. Alternatively, in the Ambazonian crisis, many videos were produced that facilitated the mobilization and production of a counter-narrative to the 'official story,' which indicates that there is no Anglophone problem in Cameroon and the professionalism of the security forces. The Internet makes the process of sharing easier and faster and with a potentially larger audience than ever before. These messages in the videos from the alternative media environment have made their ways into mainstream mass media like the various reports carried by BBC,

**160**

France 24, TV5 Monde, etc.

The Ambazonia crisis was triggered by the Southern Cameroonians' attempt to break the dominant Francophone cultural hegemony. They came into union with them from a weaker position with a population numerically smaller. As a result, La République du Cameroon has been making efforts not just to dominate them but to absorb them into the broader Francophone cultural system. They silently destroyed the dignity and statehood of Anglophones-not by the French-speaking community at large, but by the government that was led and dominated by Francophones.

Toward the end of 2016, the two Anglophone regions were rocked by demonstrations and strikes, initially led by lawyers, teachers, and students and eventually involving a wider section of the population. They protested against what they viewed as the growing marginalization of the Anglophone linguistic, cultural, educational traditions and systems in various sectors such as the failure to use the Common Law in courts and Standard English in classrooms, as well as the improvement of their representation in politics.

Many videos were produced showing their repressive response of the government, which were opposed to the official narratives produced by the main stream media. We collected 30 of them because they provide information that cannot be provided by other types of data. They are used as 'proofs of facts.' The videos show appalling images not just of how French-speaking soldiers tortured Anglophones but also their inability to communicate with them adequately although they share the same country.

The government response to the demonstration led to the violation of the following rights: the right to life, liberty, and security of persons; the right to be free from torture or cruel, degrading and unusual treatment; the right to be free from arbitrary arrest and detention; the right to association and peaceful assembly; the right to equality before and equal protection of the law; the right to take part in the conduct of public affairs; the right to have criminal charges and rights determined by a competent, impartial and independent tribunal (and in the case of civilians, a civilian court); the right to a fair trial, representation by a lawyer of choice, and (where the defendant does not have means to pay for legal representation) legal aid; the right to prompt, detailed notice of charges in a language understood by the defendant and adequate time and facilities to prepare a defense against them and communicate with counsel; the right to an interpreter where required; the right to appeal; the right not to be persecuted for any act or omission that was not a crime when committed; and the right to self-determination.

*Education, Human Rights and Peace in Sustainable Development*
