Within LINCS, Anoumou Mawa Allyn explored the integration of knowledge among the Guin-Mina of Togo.
Anoumou Mawa Allyn, chercheur·e au sein de LINCS (Université de Strasbourg).
Thèse soutenue en 2024 à l'école doctorale École doctorale Sciences humaines et sociales – Perspectives européennes (Strasbourg ; 2009-....).
Référencée dans le réseau ABES/STAR, cette thèse répond aux critères de rigueur de l'enseignement supérieur français.
Anoumou Mawa Allyn's thesis on the integration of knowledge among the Guin-Mina of Togo raises fundamental questions about education, a subject of crucial importance in the current context. How do the Guin-Mina, with their rich cultural heritage, integrate domestic education and Western-style schooling? This ethnological research reveals that these two educational systems, often perceived as opposing, complement and enrich each other, thus creating a unique model of learning that deserves in-depth exploration.
The Guin-Mina, numbering approximately 542,600 inhabitants, have a complex historical relationship with schooling, marked by colonial and postcolonial influences. They view education as a tool of knowledge-power, influencing their economic and social status. Indeed, domestic education, which focuses on cultural and community values, is just as crucial as formal instruction. This duality deserves particular attention in current educational policies, as it reflects the lived reality of many communities in West Africa.
The study highlights several key findings: the integration of knowledge enriches the skills of the Guin-Mina, and their perception of school is deeply rooted in their cultural identity. For example, children learn not only to read and write but also to respect traditions, understand the importance of solidarity, and value their heritage. These skills, often overlooked in formal educational systems, are essential for the development of a cohesive society.
Educational policies must therefore value domestic education for better integration of knowledge. This could translate into programs that include elements of local culture in the school curriculum, allowing students to feel connected to their roots while acquiring modern skills. For instance, the introduction of courses on local languages, traditional arts, or the history of the Guin-Mina could strengthen this connection.
It is time to reevaluate our educational approaches. Why not integrate fundamental human values into school programs? How can policymakers recognize domestic education as an essential complement to formal instruction? These questions should guide educational reforms in West Africa, where the need for an inclusive educational system that respects cultural diversities is increasingly pressing.
In summary, this research offers a valuable perspective on educational dynamics in Africa, highlighting the importance of an integrative approach that respects and values traditional knowledge while being open to modern influences. By integrating these diverse forms of knowledge, we not only enrich the education of Guin-Mina children but also contribute to building a more balanced and just society.
It is imperative that educational stakeholders, whether teachers, policymakers, or community members, collaborate to create a learning environment that reflects this integration of knowledge. The experiences of the Guin-Mina can serve as a model for other communities in West Africa, where the preservation of cultural identity and access to quality education are major issues. Thus, this thesis is not limited to a local analysis but opens a broader debate on the future of education in Africa, where the diversity of knowledge must be celebrated and integrated.
Données clés
- 542 600 : Population estimée des Guin-Mina en 2010, illustrant l'ampleur de la communauté étudiée.
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Sources et accès
Anoumou Mawa Allyn. Mixité du savoir : une ethnologie de l’éducation en pays Guin-Mina du sud-est Togo. Sociologie. Université de Strasbourg, 2024. Français. ⟨NNT : 2024STRAG011⟩. ⟨tel-05020373⟩