Histoire du système d’enseignement colonial en Algérie

Kadri, Aïssa

doi:10.4000/books.enseditions.1268

Cited by 23 publications

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“…Instead of looking for ways to expand its scope and improve its incorporation, which would have been the more logical course to take, the mission suffered from the bad intentions of politicians, who, notwithstanding their attachment to its core values, undermined them by policies that stifled the emancipation of the natives and their cultural progress:Les républicains sont convaincus que la domination coloniale ne peut se pérenniser sans une acculturation contrôlée; ils n’envisagent pas un élargissement de la scolarisation au-delà du primaire, au-delà d’un minimum d’acquisition de la langue française et de rudiments de savoirs techniques. (Kadri, 2007: 22)…”

Section: Algeriamentioning

confidence: 99%

“…Les républicains sont convaincus que la domination coloniale ne peut se pérenniser sans une acculturation contrôlée; ils n’envisagent pas un élargissement de la scolarisation au-delà du primaire, au-delà d’un minimum d’acquisition de la langue française et de rudiments de savoirs techniques. (Kadri, 2007: 22)…”

Section: Algeriaunclassified

“…Exactly as in the Caribbean, where the difficulties experienced by students were attributed, to use Glissant’s terminology, to the anguish resulting from the ‘manque de densité du Martiniquais dans son pays’ (1997: 586) and their compelling desire to leave the country, in Algeria at the end of the nineteenth century the university had no place for the Algerian Muslim:ce qui la caractérise c’est qu’elle va mettre en forme l’idéologie coloniale dans ses différentes dimensions, reléguer les autochtones dans des certificats spéciaux pour indigènes et les ségréguer les obligeant à s’exiler d’abord en métropole, puis dans d’autres pays. (Kadri, 2007: 29)…”

Section: Algeriaunclassified

“…ce qui la caractérise c’est qu’elle va mettre en forme l’idéologie coloniale dans ses différentes dimensions, reléguer les autochtones dans des certificats spéciaux pour indigènes et les ségréguer les obligeant à s’exiler d’abord en métropole, puis dans d’autres pays. (Kadri, 2007: 29)…”

Section: Algeriaunclassified

“… 5. Commenting on the measure, Kadri writes:Certes les politiques scolaires qui précèdent 1883 et celles qui la suivent ne se ressemblent pas: les premières sont marquées par une certaine discontinuité, un éclatement; elles relèvent pour la plupart de tâtonnements, d’expérimentations, les secondes apparaissent plus cohérentes, plus systématiques, mais force est de constater que du point de vue de leurs ‘retombées’, de leurs effets sur le développement de la scolarisation des Algériens, il n’y a guère de grandes différences. (Kadri, 2007: 21) …”

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Colonial ‘gimmicks’ of French cultural education

Fatih

2013

French Cultural Studies

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It is widely known that French cultural policies in the colonies were designed to make the natives pass as French. The truth of the matter is that those policies hampered their cultural emancipation. As much as there was a desire for assimilation, there was also much apprehension that the educated natives might turn the knowledge acquired in schools against their tutors. To prevent the inevitable, policies in favour of indigenising the curricula were incepted, allegedly to amend the failure of the policy of direct assimilation, when in fact their inception represented the means by which, it was hoped, the cultural emancipation of the natives and their claims for equal rights − and eventually for self-determination − would be halted. Thus, two cultural experiments characterise the cultural policies adopted in French colonies; none of them was perfectly executed nor managed to avert the cultural alienation of the colonised.

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Section: Algeriamentioning

confidence: 99%

Section: Algeriaunclassified

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Colonial ‘gimmicks’ of French cultural education

Fatih

2013

French Cultural Studies

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When Inequalities Are Reversed: Algeria’s Gender Inequity in Education

Taleb

2023

Diversity Education in the MENA Region

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The Shared History of Maghreb Countries

Janišová

2024

Centers and Peripheries in Romance Language Literatures in the Americas and Africa

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The countries of the Maghreb-Algeria, Morocco and Tunisia-were gradually colonized by France and share a similar fate, the wounds of which were difficult to heal, with some persisting to this day.1 The problematic relationship with language, the ambiguous position vis-à-vis the metropolis as well as the volatile, often inconsistent reception of French-language literature are the most prominent features. These factors influence not only the choice of language in which Maghrebian authors express themselves, but also the cultural policies of each country. Although French-language literature within each of the three countries reflects the specificities of each region, an ambiguous hybrid cultural identity is one shared remnant of the colonial history of the entire space.It should be remembered that colonization was not a new phenomenon in North Africa as the French came into the region throughout the 19th century. For three millennia, the Maghreb has been subjected to dominant historical forces, always with the same result: the indigenous writer eventually adopted the language of whoever dominated the region for his work, whether it was Latin in antiquity, Arabic from the 7th century onwards, or French twelve centuries later. The consequential legacy is the thorny question of (the) literary language, which weighs down and politicizes any debate to be had about literature.Given the historical situation, the Maghrebian writer of today finds himself at a linguistic crossroads (Boudraa, 2015). Daily, he encounters four sets of languages in his territory, two of which remained for a very long period only oral-Berber and local Arabic dialects-and two of which also have a written tradition-Classical Arabic and French. Unlike in sub-Saharan Africa, the Maghrebian author has always had at his disposal a written language other than French that has been used in North Africa for centuries. In many cases, however, he prefers the language of the more recent occupier-French-than that

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Histoire du système d’enseignement colonial en Algérie

Cited by 23 publications

References 0 publications

Colonial ‘gimmicks’ of French cultural education

Colonial ‘gimmicks’ of French cultural education

When Inequalities Are Reversed: Algeria’s Gender Inequity in Education

The Shared History of Maghreb Countries

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