The Dynamics of Caring for the Education of Internally Displaced School-Age Children: Teaching During a Crisis in the Mayo Tsanaga Department

Abstract

Objective: The aim of this article is to examine the changes made by stakeholders in the provision of education for internally displaced school-age children during periods of crisis in the Department of Mayo Tsanaga. Method: Data was collected using development anthropology techniques from basic education authorities responsible for the education of displaced school-age children, implementing partners, parents or families of IDPs, pupils and informants likely to provide relevant information on this target group in the department of Mayo Tsanaga. The data was collected during the writing of our PhD thesis in Anthropology. Documentary research was also carried out. A total of 20 in-depth interviews were conducted in the locality of Zamai and surrounding villages with a split between urban and rural areas over a period from 15 November 2021 to the present day. Results: It has been shown that controlling the numbers of these displaced persons is a prerequisite for better planning and better integration into the education sector. The different forms of education will not eliminate the risk of conflict between individuals or groups of individuals, but they will enable people to know how to manage them and prevent them from degenerating into armed conflict, civil war or even genocide. Discussion: The particularity of this article is that, as well as being situated between forced displacement, terrorism and formal education, it takes a holistic look at the measures taken by stakeholders to encourage or compel parents to contribute to their children's education despite the hostilities, insecurity and armed conflicts that have arisen. Conclusion: The IDPs who are the subject of this study come from surrounding villages and Districts, with different cultures and differing apprehensions about formal education for their children.