Educational Principles in Relation to Cultural Connectedness among Internally Displaced School Children in the Locality of Zamai

Abstract

Objective: The objective of this article is to examine the cultural logic in the field of education to be used in favour of displaced school-age children in the locality of Zamai, Far North Region. Methodology: As the study is qualitative in nature, descriptive, analytical and interpretative, the data collection techniques are: in-depth interview, direct observation, observation grid, simultaneously with documentary research. The theory of social representations of Jodelet (1993), Herzlich (1972) and Laplantine (1987) was used as a guideline for this analysis. Results: The results reveal that formal education is real when parents commit themselves, with some means and mechanisms that are generally their own, to accompanying their offspring to success. Families made more vulnerable by poverty, aggravated by insecurity and forced displacement, do not have the capacity to support their children's education. This constantly imposes on them the socio-cultural changes, the cultural logics that underpin the education of internally displaced children in their new environment. Conclusion: Geographical accessibility, retention of IDP pupils at secondary level, socio-cultural factors related to the parents' religion, and the approximate appreciation of IDPs in formal education are the factors that explain the increase in school drop-out among this vulnerable group in Zamai. The perspective of "cultural reliance" for quality education among children vulnerable to displacement leads to the emergence of a new paradigm, that of the indissociable conceptual couple deliance/reliance.