Alphabétisation et éducation en langues nationales dans les politiques globales de l’éducation au Bénin : valeurs, principes d’actions et stratégies d’acteurs
The language plays an essential part in the educational process and constitutes one of the bases of the construction of individual identities. On that basis, this article addresses the problems of the link between language and education in Benin through the place of the Beninese languages in the sch...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | fra |
| Published: |
Les éditions de la Maison des sciences de l’Homme
2013-05-01
|
| Series: | Cahiers de la Recherche sur l'Education et les Savoirs |
| Subjects: | |
| Online Access: | https://journals.openedition.org/cres/2332 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850172127884345344 |
|---|---|
| author | Abdel Rahamane Baba-Moussa |
| author_facet | Abdel Rahamane Baba-Moussa |
| author_sort | Abdel Rahamane Baba-Moussa |
| collection | DOAJ |
| description | The language plays an essential part in the educational process and constitutes one of the bases of the construction of individual identities. On that basis, this article addresses the problems of the link between language and education in Benin through the place of the Beninese languages in the school system, where historically the French language prevails, and in the centers of adult literacy. A diachronic analysis of educational policies in Bénin since independence in 1960 questions the place occupied by literacy and adult education in national languages (AELN). It shows that since independence, the successive policies promoted values of sovereignty, cultural identity and development (even democracy) and have been favorable to the development of the AELN. However, the standards of intervention differed according to the period, alternating an “elitist” conception privileging the “school form” of education and a “holistic” approach of education also promoting other forms of excellence besides schooling. Ultimately, the awaited results from these approaches were never reached because (i) the sector of education, victim of “administrative segmentation” is split across four little coordinated ministries; (ii) the AELN, attached to the ministry of culture struggles to have its educational dimension recognized and (iii) the choice of the national languages to introduce at the school is subject to ethnolinguistic tensions. |
| format | Article |
| id | doaj-art-40e0a8f4cf0140b2b657d8dfa24a6116 |
| institution | OA Journals |
| issn | 1635-3544 2265-7762 |
| language | fra |
| publishDate | 2013-05-01 |
| 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-40e0a8f4cf0140b2b657d8dfa24a61162025-08-20T02:20:09ZfraLes éditions de la Maison des sciences de l’HommeCahiers de la Recherche sur l'Education et les Savoirs1635-35442265-77622013-05-011211113110.4000/cres.2332Alphabétisation et éducation en langues nationales dans les politiques globales de l’éducation au Bénin : valeurs, principes d’actions et stratégies d’acteursAbdel Rahamane Baba-MoussaThe language plays an essential part in the educational process and constitutes one of the bases of the construction of individual identities. On that basis, this article addresses the problems of the link between language and education in Benin through the place of the Beninese languages in the school system, where historically the French language prevails, and in the centers of adult literacy. A diachronic analysis of educational policies in Bénin since independence in 1960 questions the place occupied by literacy and adult education in national languages (AELN). It shows that since independence, the successive policies promoted values of sovereignty, cultural identity and development (even democracy) and have been favorable to the development of the AELN. However, the standards of intervention differed according to the period, alternating an “elitist” conception privileging the “school form” of education and a “holistic” approach of education also promoting other forms of excellence besides schooling. Ultimately, the awaited results from these approaches were never reached because (i) the sector of education, victim of “administrative segmentation” is split across four little coordinated ministries; (ii) the AELN, attached to the ministry of culture struggles to have its educational dimension recognized and (iii) the choice of the national languages to introduce at the school is subject to ethnolinguistic tensions.https://journals.openedition.org/cres/2332LiteracyAdult educationAfrican languagesPolicy of educationBenin |
| spellingShingle | Abdel Rahamane Baba-Moussa Alphabétisation et éducation en langues nationales dans les politiques globales de l’éducation au Bénin : valeurs, principes d’actions et stratégies d’acteurs Cahiers de la Recherche sur l'Education et les Savoirs Literacy Adult education African languages Policy of education Benin |
| title | Alphabétisation et éducation en langues nationales dans les politiques globales de l’éducation au Bénin : valeurs, principes d’actions et stratégies d’acteurs |
| title_full | Alphabétisation et éducation en langues nationales dans les politiques globales de l’éducation au Bénin : valeurs, principes d’actions et stratégies d’acteurs |
| title_fullStr | Alphabétisation et éducation en langues nationales dans les politiques globales de l’éducation au Bénin : valeurs, principes d’actions et stratégies d’acteurs |
| title_full_unstemmed | Alphabétisation et éducation en langues nationales dans les politiques globales de l’éducation au Bénin : valeurs, principes d’actions et stratégies d’acteurs |
| title_short | Alphabétisation et éducation en langues nationales dans les politiques globales de l’éducation au Bénin : valeurs, principes d’actions et stratégies d’acteurs |
| title_sort | alphabetisation et education en langues nationales dans les politiques globales de l education au benin valeurs principes d actions et strategies d acteurs |
| topic | Literacy Adult education African languages Policy of education Benin |
| url | https://journals.openedition.org/cres/2332 |
| work_keys_str_mv | AT abdelrahamanebabamoussa alphabetisationeteducationenlanguesnationalesdanslespolitiquesglobalesdeleducationaubeninvaleursprincipesdactionsetstrategiesdacteurs |