Débrouille et créativitéà Kinshasa

Ayimpam, Sylvie

doi:10.18356/3771ac07-fr

Cited by 2 publications

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“…Recently, and across the world, new global digital learning practices, such as learning new skills through Google or YouTube, have become household practices, and they are widely used by young people to 'upskill' (see also Simone and Pieterse 2017;Thieme 2021;Selwyn 2022). Online resources such as Wikipedia and YouTube are often now the first places where people turn to research and learn (Selwyn 2022), especially in tech education, where self-directed learning is a longstanding practice 10 What is referred to as 'hustling' in Kenya is often known in Francophone African contexts as la débrouille (Ayimpan 2014;Waage 2006) or 'débrouillardise', as reported in Lomé (Santos 2023). The nonlinear paths into uncertain futures, and the instability of these trajectories, has also been referred to as waithood (Honwana 2012), whereby young men negotiate their personal circumstances, and suffer from an inability to move on in life, due to unemployment.…”

Section: Interrupted Educational Trajectoriesmentioning

confidence: 99%

“…10What is referred to as ‘hustling’ in Kenya is often known in Francophone African contexts as la débrouille (Ayimpan 2014; Waage 2006) or ‘ débrouillardise ’, as reported in Lomé (Santos 2023). The non-linear paths into uncertain futures, and the instability of these trajectories, has also been referred to as waithood (Honwana 2012), whereby young men negotiate their personal circumstances, and suffer from an inability to move on in life, due to unemployment.…”

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confidence: 99%

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Digital learning in techno-utopia? Do-it-yourself education in Kibera, Nairobi

Van Doninck

2023

Africa

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This article argues that, despite techno-utopian narratives of digital self-directed learning (through content freely available on the internet) and its proposed opportunities for upward social mobility, digital learning is and remains a highly contextual practice, rooted in local realities and aspirational trajectories. Through learning with a community-based organization (CBO) that offers tech training to youth from low-income neighbourhoods in Kibera, Nairobi, I argue that digital learning does not replace formal education but rather is strategically incorporated into already existing learning practices. Although Nairobi has been extensively studied as a frontrunner in technology uptake and development in Africa, it is crucial to also look at technology practices and uptake away from elite design and use, to extend and deepen our knowledge of how the digital realm plays out in the lives of the majority of urban residents.

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Section: Interrupted Educational Trajectoriesmentioning

confidence: 99%

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confidence: 99%

Digital learning in techno-utopia? Do-it-yourself education in Kibera, Nairobi

Van Doninck

2023

Africa

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“…Concerning the observations, they were spread over a period of 3 months (from August to October 2019) during which time we took the role of a participating observer (Junker, 1960), which involved formally presenting ourselves as the distinction between the two seems to be more related to the organizational structure of the entities (Backiny-Yetna, 2009;Henley et al, 2006). In addition, several activities in the informal sector pay particular taxes (Ayimpam, 2014). 7.…”

Section: Data Collection and Processingmentioning

confidence: 99%

CSR in Very Small Entities and Small Enterprises in the African Context: Overview and Modeling

Fouda¹

2023

mgmt

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In line with the criticisms put forward in postcolonial and decolonial approaches, the literature on Corporate Social Responsibility (CSR) in Africa is marked by the absence of a CSR model that truly reflects the deployment of very small entities and small enterprises (VSESEs) on the continent. The purpose of this contribution is therefore to identify a CSR model based on the detailed entrepreneurial realities of VSESEs in an African context. Through observation of the practices of 12 Cameroonian VSESEs and the testimonials of their promoters, it appears that CSR in these small entities comes in three dimensions, depending on the target community: genealogical responsibility towards blood relations, geographic responsibility towards the local community, and spiritual responsibility towards those sharing the same beliefs. Each of these dimensions is characterized by underlying conciliation mechanisms, actions and practices, and distinct stakeholders.

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Débrouille et créativitéà Kinshasa

Cited by 2 publications

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Digital learning in techno-utopia? Do-it-yourself education in Kibera, Nairobi

Digital learning in techno-utopia? Do-it-yourself education in Kibera, Nairobi

CSR in Very Small Entities and Small Enterprises in the African Context: Overview and Modeling

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