La Françafrique au lycée, ou comment bâtir un programme sur un cimetière indien

Abstract

The non-recognition of the notion of “Françafrique” by the university environment naturally led to its non-inclusion in high school programs. However, this gap is harmful for several reasons, both in the teaching of history-geography and those of EMC (Moral and Civic Education) and HGGSP (specialty centered on history-geography, of the new general baccalaureate). The systematic refusal of any reflection on postcolonial Franco-African relations obscures an essential aspect of the history and functioning of our republic. The programs of the new high school therefore resemble a hotel built on an Indian cemetery where the teacher will have to use all the space offered by the principle of pedagogical freedom to introduce the concept of Françafrique and thus restore coherence to programs that give to read our country and the world in a too fragmented way, discontinuous and unintelligible.

Keywords

• France
• Africa
• Françafrique
• democracy
• school curricula
• baccalaureate