La gestion des conflits culturels inhérents au choix éducatif à Djibouti: entre dénégation, défense et interculturation

Abstract

Are the relations of interaction established between formal and non-formal education in Djibouti in four types of schools: public school, private Catholic school, Koranic school and madrasa? A first study of the assignments related to these educational modes emphasizes the ranking of existing skills. Then, the discourses of the stakeholders (teachers, parents, headmasters, students and school dropouts) are analyzed, focusing on the factors affecting the educational choices of the families. The multidisciplinary approach of the confrontation of these discourses of truth has mobilized the tide of economies of scale, the conceptual frameworks of the ethno-psychoanalysis and the psychology of connection between cultures. It shows the processes of justification of distance or cultural proximity between the discourses of truth. It highlights the management strategies of paradoxical injunctions implied by the cohabitation between the dogma dominating in society and the freedom of conscience advocated at the secular school.