Droits de l’enfant, éducation interculturelle et à la citoyenneté : quels ancrages dans le contexte africain ?

[Autom. eng. transl.] Usually the educational concepts circulating internationally are imported into Africa without any sensitivity to African cultural and historical context. In this text, we will try to make the opposite bet by questioning the principles usually transferred to Africa with limited questioning or contextualization. First, we will explore possible translations of international declarations on the rights of the child. We will examine the potential difficulties of transposing them to the African terrain. This difficulty is particularly glaring in the case of child labor, gender equality, early marriage and excision. Then, we will analyze the challenges of a sensitive African school intercultural approaches to education. Inter-ethnic relations and the need for peace education, the limited access of certain ethnic minorities to education and the accelerated cultural changes currently experienced by African societies will be addressed. Finally, our text will examine the concrete prospects for implementing citizenship education, both in its national version but also global. This is even more necessary in a context of historical change in the concept of citizenship, also called into question by the impact of new information technologies, with a consequent blurring of the boundaries between real and virtual spaces for participation. The implications resulting from the introduction of these technologies in education will also be analyzed. The hypothesis that we will defend in this text postulates the need to keep the African educational space open to relevant international influences, but on the condition of implementing an essential work of translation, adaptation and resistance to change. certain concepts and innovations transferred to the continent.