TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES

The dissertation explores the discourses of traditional values, local practices, and community engagement within a selected community in Thies, Senegal and its high school environment. The study investigates the ways in which these cultural elements are present in the daily life of the community as well as how they are or could be integrated in formal teaching. In particular, I studied the concepts of Jom (hard work, pride, dignity), Kersa (decency), Suturë (discretion), Muñ (endurance), Teranga (hospitality), Maslaa (negotiation), Kal (kinship), and Suture (Protection) in particular. My own experience as a language teacher who has lived and studied in the United States was also used to complement this critical ethnography study, using a critical auto-ethnography lens. These discourses illustrate power dynamics, controversies, difference in perceptions, and implications regarding these socio-cultural concepts. The study shows that discourses around traditional values describe the positive nature of most of them and the positive effects they have had on Senegalese communities and could have on formal schooling. However, many comments reveal negative perceptions and misuse of some traditional values (particularly Maslaa and Suturë), referred many times as traditional moral principles because of the controversial perceptions. The data findings depict a double-edged nature of the concepts under study. The analysis also reveals that people in the community and at school refer frequently to the aforementioned concepts, the Wolof language, and to some historical figures as embodiments of such values or moral principles. As for presence of values at formal schools, the findings show that there is no formal part of the curriculum on traditional values including moral principles, local practices, or local languages in the middle/high schools in Senegal. However, teachers, students, parents, and school administrators use or refer to traditional values informally, consciously or unconsciously, within the school premises. Therefore, there is an existing Third Space in the community and the school, but it is not explored for more culturally relevant education and to perpetuate positive local values. The investigation also provides interesting findings on the local community’s involvement and reveals that besides the APE members, few parents participate in the school activities

LE CONTE AFRICAIN DANS L’ENSEIGNEMENT DU FRANCAIS : ASPECTS SOCIO-EDUCATIFS ET EXEMPLES PRATIQUES

Ce mémoire explore le rôle du conte dans l’enseignement de la langue française. L’étude se focalise sur les aspects culturels, socio-éducatifs et didactique des contes en se focalisant sur le conte Africain d’expression française. Pour ce faire, l’étude a d’abord revu des articles et ouvrages pertinents à la littérature africaine d’expression orale y compris le conte avant d’explorer la place du conte dans la littérature africaine d’expression française. Cette revue de la littérature montre différentes approches utilisées par les écrivains pour inclure les contes dans la littérature. Le recueil de contes et l’intertextualité sont les formes les plus présentes dans cette étude car étant les plus utilisées par les écrivains de contes africains. Sur le plan pédagogique et didactique, cette étude s’est basée sur la méthode communicative d’enseignement de la langue (CLT) pour proposer des cas pratiques d’enseignement/apprentissage de deux contes africains (La Cuillère Sale et Le Roi et Ses Trois Enfants) et un conte français (Le Petit Prince, Chapitre xv). Ces leçons, destinées aux élèves des Collèges D’enseignement Moyen des pays Francophone et aux élèves/étudiants de niveau intermédiaire en français aux États-Unis, constitue un prétexte pour explorer la littéraire et la cultures africaine et françaises à travers des exercices communicatifs. L’étude a montré que le conte est sous exploite dans l’enseignement du français à travers le monde alors qu’il regorge d’aspects socio-éducatifs et culturels bénéfiques aux apprenants. L’étude suggère aussi une formation préalable des enseignants sur la littéraire et l’histoire africaine avant de s’engager sur l’enseignement du conte africain en particulier pour en tirer le meilleur et éviter interprétations inexactes ou de renforcer certains stéréotypes

Diversité, nuisances et modes de gestion des termites (Isoptera) dans les agrosystèmes sénégalais

Ce travail présente la première liste des espèces de termites recensées, une revue de la littérature de leurs dégâts sur les essences botaniques et leurs modes de gestion dans les agrosystèmes au Sénégal entre 1966 et 2015. Elle a été faite sur la base d’une revue bibliographique existante et complétée par un récent inventaire dans 45 vergers. Au total, 90 espèces de termites sont recensées dont 54 sont rencontrées dans les vergers. La répartition de ces espèces est tributaire des conditions climatiques et édaphiques. Il est possible que cette diversité, relativement élevée, ait été sous-estimée à cause des difficultés liées à l’identification de certaines espèces de termites et à la faiblesse des inventaires dans certaines localités géographiques. Les récents inventaires dans les vergers ont d’ailleurs permis de signaler une nouvelle espèce, Amitermes guineensis précédemment signalée dans les jachères. Les termites champignonnistes et les xylophages sont dominants dans les vergers et 45 sur les 54 recensés dans les verges s’attaquent aux arbres fruitiers. Les termites causent des dégâts plus ou moins importants sur plusieurs essences botaniques. Leurs méthodes de gestion sont diverses et variées et l’efficacité de certaines d’entre elles doit être étudiée afin de promouvoir les plus efficaces.© 2016 International Formulae Group. All rights reserved.Mots clés: Termite, biodiversité, essence botanique, dégâts, méthode de gestion, vergersEnglish Title: Diversity, damages and management of termites (Isoptera) in Senegalese agrosystemsEnglish AbstractThis work presents the first species list of termites of Senegal based on a review of the literature the plants they cause damage and the methods of their management in Senegalese agroecosystems from 1966 to 2015. It was carried out based on a bibliographic review completed by a recent survey in 45 orchards. In sum, 90 termite species are recorded and 54 were collected in orchards based agroecosystems. The distribution of termite species is related to climatic and edaphic conditions. It might be possible that this high diversity of termites is under-estimated because of difficulties for identification of some species and the weak of the surveys in some geographic localities. The recent orchard surveys have more over allowed to signal a new species, Amitermes guineensis previously known in laying fallows. Mushroom grower termites and xylophagous termites are dominant in orchards and 45 species out of 54 are known as crop tree pests in orchards. Termites are responsible of important damages of a lot of botanical species. There are several and various management methods to termite pest species and the efficacy of some of them must be further studied in order to promote the better ones.© 2016 International Formulae Group. All rights reserved.Keywords: Termite, biodiversity, botanical species, damage, management methods, orchard

TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES

The dissertation explores the discourses of traditional values, local practices, and community engagement within a selected community in Thies, Senegal and its high school environment. The study investigates the ways in which these cultural elements are present in the daily life of the community as well as how they are or could be integrated in formal teaching. In particular, I studied the concepts of Jom (hard work, pride, dignity), Kersa (decency), Suturë (discretion), Muñ (endurance), Teranga (hospitality), Maslaa (negotiation), Kal (kinship), and Suture (Protection) in particular. My own experience as a language teacher who has lived and studied in the United States was also used to complement this critical ethnography study, using a critical auto-ethnography lens. These discourses illustrate power dynamics, controversies, difference in perceptions, and implications regarding these socio-cultural concepts. The study shows that discourses around traditional values describe the positive nature of most of them and the positive effects they have had on Senegalese communities and could have on formal schooling. However, many comments reveal negative perceptions and misuse of some traditional values (particularly Maslaa and Suturë), referred many times as traditional moral principles because of the controversial perceptions. The data findings depict a double-edged nature of the concepts under study. The analysis also reveals that people in the community and at school refer frequently to the aforementioned concepts, the Wolof language, and to some historical figures as embodiments of such values or moral principles. As for presence of values at formal schools, the findings show that there is no formal part of the curriculum on traditional values including moral principles, local practices, or local languages in the middle/high schools in Senegal. However, teachers, students, parents, and school administrators use or refer to traditional values informally, consciously or unconsciously, within the school premises. Therefore, there is an existing Third Space in the community and the school, but it is not explored for more culturally relevant education and to perpetuate positive local values. The investigation also provides interesting findings on the local community’s involvement and reveals that besides the APE members, few parents participate in the school activities.EducationDoctor of Philosophy (PhD

The legal status of the undocumented worker

Cette thèse tente de décrire et comprendre l'essentiel sur la situation juridique du travailleur sans-papiers et l'intérêt des évolutions législatives et jurisprudentielles sur son statut. Elle cherche également à démontrer la difficulté liée à la détermination d’un tel statut au regard du droit des étrangers. Ainsi, le statut du travailleur sans-papiers sera étudié sous deux angles : le premier consiste à le concevoir sous l'angle du droit des étrangers, comme un étranger irrégulier privé de droits, le second consiste à l’appréhender sous l’angle du droit du travail, comme un travailleur titulaire de droits. C'est en quelque sorte l’analyse de cette contradiction dans l’ordre juridique interne qui révèle l'intérêt de cette recherche. Elle conduit ainsi à une conciliation difficile entre la logique de la police des étrangers et la logique des droits fondamentaux. Dans ces deux parties, il est envisagé d’étudier l’impact de l’irrégularité sur le droit au travail des étrangers et les conséquences liées à la protection de leurs droits. À cet égard, sera mis en exergue, le combat pour la reconnaissance de leur état de travailleurs à la lumière des droits fondamentaux. Même si certains de ces droits ont été partiellement proclamés par les juges et reconnus par le droit du travail, l’ontologie du statut du travailleur sans-papiers est quasiment introuvable au regard du droit des étrangers. En revanche, bien que la politique de maîtrise de l’immigration soit un obstacle pour la reconnaissance des sans-papiers, un pari mérite la peine d’être tenu : cette reconnaissance partielle des droits pourrait sans doute évoluer de manière significative aux abords du lit du droit positif.This thesis attempts to describe and understand the main points about the legal situation of undocumented workers and the importance of legislative and jurisprudential developments on their status. It also seeks to demonstrate the difficulty of determining such a status under foreigners' law. Thus, the status of the paperless worker will be studied from two angles: the first is to conceive it from the perspective of the law of foreigners, as an illegal alien deprived of rights, the second is to approach it from the perspective of labour law, as a worker holding rights. It is in a way the analysis of this contradiction in the domestic legal order that reveals the interest of this research. It thus leads to a difficult conciliation between the logic of the police force for foreigners and the logic of fundamental rights. In both parts, it is envisaged to study the impact of irregularity on the right to work of foreigners and the consequences related to the protection of their rights. In this respect, the fight for the recognition of their status as workers in the light of fundamental rights will be highlighted. Even if some of these rights have been partially proclaimed by judges and recognised by labour law, the ontology of the status of paperless workers is almost impossible to find under foreigners' law. On the other hand, although immigration control policy is an obstacle to the recognition of paperless migrants, a challenge deserves to be taken up: this partial recognition of rights could undoubtedly evolve significantly in the vicinity of the bed of positive law

Traditional Culture and Educational Success in Senegal, West Africa

xi, 112 p.This thesis explores the effects of: 1) traditional values, 2) parental involvement, and 3) poverty on student performance. Instead of regarding tradition and poverty as obstacles, this paper argues that they can play a positive role in improving the educational quality. This thesis draws on interviews in three communities with administrators, teachers, students, parents, and elders. They show that traditional culture plays an important role in ensuring student motivation, but it is not clear which aspects of tradition will be incorporated into the curriculum, and by whom. My work also shows that parental involvement in schools is largely limited to fund-raising, and there is demand for more engagement. Finally, this project reveals that poverty is a double edge sword: it contributes to the school drop-out problem but also can serve as a tremendous source of personal motivation for students who want to help improve the economic condition of their families.Committee in charge: Dennis Galvan, Chairperson; Stephen Wooten, Member; Kathie Carpenter, Membe