Interaction entre stratégies économiques et scolarisation : l’appartenance ethnique, un marqueur des pratiques éducatives ?
Contrary to popular belief, the education of children of rural households in Guinea is not a homogeneous process. Schooling approaches seem to correspond to voluntary “personal” projects that are built on collective representations of various types of success, as valued by each ethnic group. In the...
| Main Authors: | , |
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| Format: | Article |
| Language: | fra |
| Published: |
Les éditions de la Maison des sciences de l’Homme
2012-04-01
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| Series: | Cahiers de la Recherche sur l'Education et les Savoirs |
| Subjects: | |
| Online Access: | https://journals.openedition.org/cres/2195 |
| _version_ | 1797313758676123648 |
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| author | Alhassane Balde Véronique Petit |
| author_facet | Alhassane Balde Véronique Petit |
| author_sort | Alhassane Balde |
| collection | DOAJ |
| description | Contrary to popular belief, the education of children of rural households in Guinea is not a homogeneous process. Schooling approaches seem to correspond to voluntary “personal” projects that are built on collective representations of various types of success, as valued by each ethnic group. In the case of the Sub-prefecture of Kanfarandé, schooling dynamics are linked to economic strategies. Therefore, the schooling of children may be seen differently by families, depending on the ethnic group to which they belong. Data collected among families show that the schooling of children fall under three type of strategies : (1) Short and late schooling. (2) Older children are kept at home to help with housework while younger siblings will benefit from early and long term schooling (3). Children are kept at home where they receive a traditional form of education until they migrate. The article will highlight the complexity of the mechanisms involved in the process of knowledge representations. |
| first_indexed | 2024-03-08T02:36:13Z |
| format | Article |
| id | doaj.art-f5b097ea5bac4790adf3aa663ac9a28a |
| institution | Directory Open Access Journal |
| issn | 1635-3544 2265-7762 |
| language | fra |
| last_indexed | 2024-03-08T02:36:13Z |
| publishDate | 2012-04-01 |
| publisher | Les éditions de la Maison des sciences de l’Homme |
| record_format | Article |
| series | Cahiers de la Recherche sur l'Education et les Savoirs |
| spelling | doaj.art-f5b097ea5bac4790adf3aa663ac9a28a2024-02-13T13:56:04ZfraLes éditions de la Maison des sciences de l’HommeCahiers de la Recherche sur l'Education et les Savoirs1635-35442265-77622012-04-011110712810.4000/cres.2195Interaction entre stratégies économiques et scolarisation : l’appartenance ethnique, un marqueur des pratiques éducatives ? Alhassane BaldeVéronique PetitContrary to popular belief, the education of children of rural households in Guinea is not a homogeneous process. Schooling approaches seem to correspond to voluntary “personal” projects that are built on collective representations of various types of success, as valued by each ethnic group. In the case of the Sub-prefecture of Kanfarandé, schooling dynamics are linked to economic strategies. Therefore, the schooling of children may be seen differently by families, depending on the ethnic group to which they belong. Data collected among families show that the schooling of children fall under three type of strategies : (1) Short and late schooling. (2) Older children are kept at home to help with housework while younger siblings will benefit from early and long term schooling (3). Children are kept at home where they receive a traditional form of education until they migrate. The article will highlight the complexity of the mechanisms involved in the process of knowledge representations.https://journals.openedition.org/cres/2195SchoolingFamilyEducationKoranic schoolMarabout/witchdoctorEthnic |
| spellingShingle | Alhassane Balde Véronique Petit Interaction entre stratégies économiques et scolarisation : l’appartenance ethnique, un marqueur des pratiques éducatives ? Cahiers de la Recherche sur l'Education et les Savoirs Schooling Family Education Koranic school Marabout/witchdoctor Ethnic |
| title | Interaction entre stratégies économiques et scolarisation : l’appartenance ethnique, un marqueur des pratiques éducatives ? |
| title_full | Interaction entre stratégies économiques et scolarisation : l’appartenance ethnique, un marqueur des pratiques éducatives ? |
| title_fullStr | Interaction entre stratégies économiques et scolarisation : l’appartenance ethnique, un marqueur des pratiques éducatives ? |
| title_full_unstemmed | Interaction entre stratégies économiques et scolarisation : l’appartenance ethnique, un marqueur des pratiques éducatives ? |
| title_short | Interaction entre stratégies économiques et scolarisation : l’appartenance ethnique, un marqueur des pratiques éducatives ? |
| title_sort | interaction entre strategies economiques et scolarisation l appartenance ethnique un marqueur des pratiques educatives |
| topic | Schooling Family Education Koranic school Marabout/witchdoctor Ethnic |
| url | https://journals.openedition.org/cres/2195 |
| work_keys_str_mv | AT alhassanebalde interactionentrestrategieseconomiquesetscolarisationlappartenanceethniqueunmarqueurdespratiqueseducatives AT veroniquepetit interactionentrestrategieseconomiquesetscolarisationlappartenanceethniqueunmarqueurdespratiqueseducatives |