Comment penser l’éducation à la citoyenneté en République du Congo dans un contexte ethniquement segmenté ?

Abstract

This research aims to unravel the relationships between students' social affiliations and their representations of otherness and citizenship in order to understand their implications for the implementation of citizenship education in the Republic of Congo. From a theoretical point of view, we have challenged the paradigms of assimilationism and multiculturalism. In the first, cultural differences are not considered, and it is about an ideal of universal egalitarianism. In the second, the recognition of cultural diversity and its free expression in the public sphere is a political priority. We then question a third paradigm: interculturality. Instead of focusing on the recognition of cultural differences, this paradigm prioritizes interactions between groups of individuals. It transforms the plurality of socio-cultural affiliations into a constitutive element of the meaning of “Us.” The empirical material used in this research comes from a field survey. The data collection methodology combines a questionnaire sent to more than 1,000 young people in six high schools in Brazzaville, the results of which are currently being processed.