DOCSLIB.ORG

Thèse De Doctorat-Corrigée-Bien.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Thèse De Doctorat-Corrigée-Bien.Pdf RÉPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON Paix - Travail – Patrie Peace - Work - Fatherland ******* ****** UNIVERSITÉ DE DSCHANG THE UNIVERSITY OF DSCHANG Scholae Thesaurus Dschangensis Ibi Cordum Scholae Thesaurus Dschangensis Ibi Cordum ******* ****** RECTORAT CHANCELLERY ******** ******** ÉCOLE DOCTORALE POST GRADUATE SCHOOL ******* ******* UNITÉ DE FORMATION ET DE RECHERCHE TRAINING AND RESEARCH UNIT ******* ******* DSCHANG SCHOOL OF ARTS AND SOCIAL DSCHANG SCHOOL OF ARTS AND SCIENCES SOCIAL SCIENCES ******* ******* Website: http://www.univ -dschang.org Website: http://www.univ-dschang.org E-mail: udsrectorat@univ -dschang.org E-mail: [email protected] REPRÉSENTATIONS ET ATTITUDES SOCIOLINGUISTIQUES DU FRANÇAIS EN MILIEU SCOLAIRE AU BURUNDI Thèse de Doctorat/PhD ès Sciences du Langage, Littératures et Cultures Option : Langue et Linguistique françaises Par Clément BIGIRIMANA Master ès Sciences du Langage Matricule : CM-UDs-14LSH1979 Sous la Direction de : Prof. Ladislas NZESSÉ Maître de Conférences - HDR Université de Dschang Juillet 2017 TABLE DES MATIÈRES DÉDICACE …………………………………………………………………. vi REMERCIEMENTS ………………………………………………………. vii RÉSUMÉ …………………………………………………............................. viii ABSTRACT ………………………………………………………………… ix LISTE DES TABLEAUX ………………………………………………….. x LISTE DES GRAPHIQUES ………………………………………………. xiv LISTE DES SCHÉMAS …………………………………………………… xv LISTE DES CARTES ……………………………………………………… xvi LISTE DES SIGLES ET ABRÉVIATIONS ……………………………… xvii INTRODUCTION GÉNÉRALE ………………………………………….. 1 1. Motivations du choix du sujet ……………………………………….. 1 2. Objectifs de la recherche ….......……………………………………... 4 2.1. Objectif principal ………………………………………………... 4 2.2. Objectifs spécifiques …………………………………………… 5 3. Problématique ……………………………………………………….. 5 4. Hypothèses de la recherche …………………………………………. 5 4.1. Hypothèse générale ……..………………………………………. 6 4.2. Hypothèses secondaires .………………………………………… 6 5. Intérêts de la recherche …………………………………………........ 6 6. Articulation du travail ……………………………………………….. 8 ÈRE I PARTIE : CADRE THÉORIQUE ET 10 MÉTHODOLOGIQUE CHAPITRE I : LES NOTIONS DE REPRÉSENTATIONS ET 11 D’ATTITUDES EN SOCIOLINGUISTIQUE I.1. Définitions ……………………………………………………….. 11 I.2. Les représentations : Une notion interdisciplinaire ……………… 13 I.3. Les représentations sociales ……………………………………... 15 I.4. Les attitudes sociolinguistiques ………………………………….. 19 I.5. L’apport de la sociolinguistique …………………………………. 23 I.5.1. Autour de la sociolinguistique ……………………………... 24 I.5.2. Objet de la sociolinguistique ……………………………….. 26 I.5.3. La langue : noyau des études sociolinguistiques …………… 27 i I.6. Les représentations [socio]linguistiques et construction identitaire … 29 I.7. Les concepts-clés rattachés à l’étude des représentations linguistiques 34 I.7.1. Variations linguistiques ……………………………………......... 34 I.7.1.1. Les variations selon l’usager ……………………………… 35 I.7.1.2. Les variations selon l’usage ……………………………… 36 I.7.2. Diglossie ………………………………………………………… 37 I.7.3. Bilinguisme ……………………………………………………… 42 I.7.4. Insécurité linguistique …………………………………………… 44 I.7.5. Stéréotypes ………………………………………………………. 47 CHAPITRE II : APPROCHE MÉTHODOLOGIQUE 49 II.1. Le déroulement de l’enquête et de l’entretien ………………………….. 49 II.1.1. L’enquête ………………………………………………………… 50 II.1.2. Déroulement des entretiens ……………………………………… 51 II.2. Le questionnaire ………………………………………………………… 52 II.2.1. Le questionnaire adressé aux élèves/étudiants …………………… 53 II.2.2. Le questionnaire adressé aux enseignants de français …………… 54 II.3. Entretien semi-directif …………………………………………………... 56 II.4. Choix du lieu d’enquête …………………………………………………. 60 ÈME II PARTIE : CADRE GÉNÉRAL DE L’ÉTUDE 62 CHAPITRE III : SITUATION GÉOGRAPHIQUE, POLITICO- 63 HISTORIQUE ET SOCIOLINGUISTIQUE DU BURUNDI III.1. Situation géographique du Burundi …………………………………… 63 III.2. Situation politico-historique du Burundi ……………………………… 70 III.2.1. Époque précoloniale …………………………………………….. 70 III.2.2. Époque coloniale ………………………………………………… 71 III.2.2.1. Quinze ans de protectorat allemand ……………………… 71 III.2.2.2. Plus de 40 ans de domination belge ……………………… 72 III.2.2.2.1. La période du mandat …………………………… 72 III.2.2.2.2. La tutelle belge ………………………………….. 72 III.2.3. Époque postcoloniale …………………………………………….. 73 III.3. Situation sociolinguistique du Burundi ………………………………… 74 ii III.3.1. Le kirundi …………………………………………………………. 76 III.3.2. Le français ………………………………………………………... 79 III.3.3. L’anglais ………………………………………………………….. 80 III.3.4. Le kiswahili ………………………………………………………. 81 III.3.5. Les autres langues ………………………………………………… 81 CHAPITRE IV : LE SYSTÈME ÉDUCATIF ET LA POLITIQUE 86 LINGUISTIQUE DU BURUNDI IV.1. Le Système éducatif du Burundi …………………………………….. 86 IV.1.1. Enseignement formel ………………………………………….. 87 IV.1.1.1. L’enseignement préscolaire …………………………… 87 IV.1.1.2. L’enseignement primaire ………………………………. 88 IV.1.1.3. L’enseignement secondaire ……………………………. 90 IV.1.1.4. L’enseignement des métiers …………………………… 90 IV.1.1.5. L’enseignement supérieur ……………………………… 91 IV.1.2. Enseignement non formel ……………………………………… 91 IV.2. L’Enseignement/Apprentissage du français au Burundi ……………… 91 IV.3. La politique linguistique du Burundi ………………………………….. 94 IV.3.1. Autour de la notion de politique linguistique …………………... 94 IV.3.2. Aperçu de la politique linguistique du Burundi ………………… 99 IV.3.2.1. Statut du kirundi ………………………………………… 100 IV.3.2.2. Statut du français ………………………………………... 101 IV.3.2.3. Statut du kiswahili ………………………………………. 102 IV.3.2.4. Statut de l’anglais ……………………………………….. 103 IV.4. La Francophonie et le Burundi ………………………….………….. 104 IV.4.1. Pacte linguistique Francophonie – Burundi ………………………. 104 IV.4.2. Les domaines clés d’utilisation du français au Burundi …………... 108 IV.4.2.1. Le domaine de l’enseignement/éducation ………………….. 109 IV.4.2.2. Le domaine de l’Administration ……………………………. 110 IV.4.2.3. Le domaine de la coopération internationale ……………….. 111 IV.4.2.4. Le domaine des médias et de la presse ……………………… 112 IV.4.2.5. Le domaine de la culture …………………………………… 113 IV.4.2.6. Le domaine de la santé ……………………………………… 114 IV.4.2.7. Le domaine du secteur bancaire …………………………….. 114 iii CHAPITRE V : LES LIEUX D’ENQUÊTE ET LES ENQUÊTÉS 116 V.1. L’université du Burundi (UB) ………………………………………… 116 V.2. L’École Normale Supérieure (ENS) …………………………………. 123 V.3. Le secondaire (LM) …………………………………………………... 125 ÈME III PARTIE : CADRE OPÉRATOIRE 142 CHAPITRE VI : DÉPOUILLEMENT, ECHANTILLONNAGE ET CONSTRUCTION DES VARIABLES 143 VI.1. Dépouillement …………………………………………………………. 143 VI.2. Population d’enquête et échantillon …………………………………… 145 VI.3. Présentation et Analyse des variables …………………………………. 146 VI.4. Analyse et interprétation des données …………………………………. 149 CHAPITRE VII : REPRÉSENTATIONS DU FRANÇAIS AU BURUNDI 151 VII.1. Les compétences linguistiques des élèves/étudiants …………………. 151 VII.2. Les représentations de la langue française …………………………… 153 VII.2.1. Le français, garantie la réussite sociale ………………………. 156 VII.2.2. Le français assure la cohésion sociale ………………………… 157 VII.2.3. Le français langue de communication fréquente au Burundi … 159 VII.2.4. Le français, outil utile et à usage quotidien au Burundi ……… 163 VII.2.5. Français, langue utile ………………………………………… 165 VII.2.6. Français, langue de prestige …………………………………….. 166 VII.2.7. Français, langue de technologie/science ………………………... 167 VII.2.8. Français, langue de domination ………………………………… 175 VII.3. Le français et son avenir au Burundi …………………………………… 177 VII.4. Les enseignants du français et le français : Rapports et représentations... 185 VII.4.1. Profil des enseignants …………………………………………… 185 VII.4.2. Compétences linguistiques des enseignants …………………….. 185 VII.4.3. Moments d’utilisation et contexte d’acquisition des langues …… 188 VII.5. La responsabilité individuelle des élèves et étudiants burundais ………... 199 CHAPITRE VIII : ATTITUDES ET PRÉFÉRENCES 206 SOCIOLINGUISTIQUES DES BURUNDAIS VIII.1. Les langues préférées et utilisées par les élèves burundais ……...……… 206 iv VIII.2. Les langues préférées et utilisées par les étudiants burundais …….. 215 VIII.3. Les langues préférées et utilisées en milieu scolaire burundais …… 224 VIII.4. Les rapports entre les langues officielles du Burundi ……………… 237 VIII.5. Les langues préférées pour les passe-temps ……………………….. 240 VIII.6. Les langues préférées pour la musique ……………………………. 242 VIII.7. Préférence de pays de résidence à l’avenir ………………………… 242 VIII.8. Synthèse des représentations et attitudes sociolinguistiques ………. 245 CHAPITRE IX : PERSPECTIVES PÉDAGOGIQUES ET DIDACTIQUES 246 IX.1. Les représentations en classe ………………………………………….. 246 IX.2. Les représentations en pédagogie ……………………………………... 249 IX.3. L’impact des représentations sur la réussite/échec scolaire…………… 254 IX.4. Les représentations et l’activité didactique …………………………… 255 CONCLUSION GÉNÉRALE ET RECOMMANDATIONS 262 BIBLIOGRAPHIE ET SITOGRAPHIE …………...…………………………. 270 INDEX DES AUTEURS ………………………………………………………… 286 INDEX DES NOTIONS ………………………………………………………… 288 LISTE DES ANNEXES ………………………………………………………… 292 1. Questionnaire adressé aux élèves/étudiants ……………………… 292 2. Questionnaire adressé aux enseignants ………………………….. 295 3. Guide d’entretien pour les parents locuteurs burundais du français 298 4. Liste des interviewé(e)s …………………………………………... 299 5. Loi portant statut des langues au Burundi ………………………... 300 6. Loi portant création, organisation et fonctionnement de l’Académie 305 rundi 7. Pacte linguistique OIF-Burundi …………………………………… 316 8. Pacte linguistique OIF-Burundi : plan d’action 2015-2018 ……….. 318 9. Vade-mecum
Load more

Recommended publications
  • Entanglements of Modernity, Colonialism and Genocide Burundi and Rwanda in Historical-Sociological Perspective
    UNIVERSITY OF LEEDS Entanglements of Modernity, Colonialism and Genocide Burundi and Rwanda in Historical-Sociological Perspective Jack Dominic Palmer University of Leeds School of Sociology and Social Policy January 2017 Submitted in accordance with the requirements for the degree of Doctor of Philosophy ii The candidate confirms that the work submitted is their own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. ©2017 The University of Leeds and Jack Dominic Palmer. The right of Jack Dominic Palmer to be identified as Author of this work has been asserted by Jack Dominic Palmer in accordance with the Copyright, Designs and Patents Act 1988. iii ACKNOWLEDGEMENTS I would firstly like to thank Dr Mark Davis and Dr Tom Campbell. The quality of their guidance, insight and friendship has been a huge source of support and has helped me through tough periods in which my motivation and enthusiasm for the project were tested to their limits. I drew great inspiration from the insightful and constructive critical comments and recommendations of Dr Shirley Tate and Dr Austin Harrington when the thesis was at the upgrade stage, and I am also grateful for generous follow-up discussions with the latter. I am very appreciative of the staff members in SSP with whom I have worked closely in my teaching capacities, as well as of the staff in the office who do such a great job at holding the department together.
    [Show full text]
  • Building Hope: Refugee Learner Narratives
    Building Hope: Refugee Learner Narratives Manitoba Education and Advanced Learning © UNHCR/Zs. Puskas. June 19, 2012. World Refugee Day 2012 in Central Europe. Európa Pont venue of the European Commission in Budapest hosted an exhibition of drawings showing the response of school children to hearing refugee stories. 2015 <www.flickr.com/photos/unhcrce/7414749518/in/set-72157630205373344/>. Used with permission. All rights reserved. Manitoba Education and Advanced Learning Cataloguing in Publication Data Building hope [electronic resource] : refugee learner narratives Includes bibliographical references. ISBN: 978-0-7711-6067-7 1. Refugee children—Manitoba—Interviews. 2. Refugees—Manitoba—Interviews. 3. War victims—Manitoba—Interviews. 4. Refugee children—Education—Manitoba. 5. Refugees—Education—Manitoba. 6. War victims—Education—Manitoba. I. Manitoba. Manitoba Education and Advanced Learning. 371.826914 Copyright © 2015, the Government of Manitoba, represented by the Minister of Education and Advanced Learning. Manitoba Education and Advanced Learning School Programs Division Winnipeg, Manitoba, Canada Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education and Advanced Learning. Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and publishers who allowed their original material to be used. All images found in this document are copyright protected and should not be extracted, accessed, or reproduced for any purpose other than for their intended educational use in this document. Any websites referenced in this document are subject to change. Educators are advised to preview and evaluate websites and online resources before recommending them for student use.
    [Show full text]
  • March 2009 Newsletter-Final
    Canadian Writing Centre Association Association Canadienne des Centres de Rédaction CWCA/ACCR NEWSLETTER March 2009 Volume 2, Issue 1 Inside this issue: From the Editor’s Desk . This third edition of the CWCA / I hope that many of us will be able Message from the 2 ACCR Newsletter is an eclectic mix to attend the CWCA annual general Chair of analysis, research, and personal meeting at STLHE this year. In Book Review 3 reflection: Theresa Hyland’s incisive addition to holding elections for a book review asks some important Tutors’ Perspectives 4 number of important Executive questions about what a Writing positions, I would like to have a Article: Writing Into 6 Handbook ought to provide and why; India conversation about possible Christina Archibald and Alison Article: Campus 9 directions to take the Newsletter. In McLaren offer some invaluable Saint-Jean’s Bilingual particular, I would like to discuss observations and ask some tough Writing Centre some “themes” or “issues” for questions about the daily Conferences 13 forthcoming editions. challenges facing writing tutors; Sheena Wilson provides a fascinating It’s been a pleasure interacting analysis of her bilingual writing with you while putting this edition of centre in Alberta and the socio- the Newsletter together. I look forward to seeing you in Fredericton Submissions political landscape that it negotiates; and Martin Holock writes a in June and elsewhere throughout fascinating account of his work Conference season. Till then, keep The CWCA/ACCR newsletter the ideas and submissions coming. is made possible through setting up a writing centre in India. contributions from CWCA I’m confident that you will find each Tyler Tokaryk is the Coordinator of Writing members.
    [Show full text]
  • Schools MUST Be a Safe Haven for Immigrants Or Refugees Regardless of Their Status
    TWINTwin FALLS Falls SCHOOL School District DISTRICT #411 #411 NEWCOMERNewcomer CenterCENTER HANDBOOK TABLE OF CONTENTS STAFF ................................................................................................................................... 3 NON-DISCRIMINATORY AND COMPARABLE ACCESS TO EDUCATION ............................. 4 WHAT IS THE TFSD NEWCOMER CENTER? ......................................................................... 5 WHO IS A LEGAL REFUGEE?................................................................................................ 7 QUALIFICATIONS AND CRITERIA FOR ATTENDANCE ....................................................... 8 HOW IS THE NEWCOMER CENTER FUNDED? ..................................................................... 9 NEWCOMER CENTER REGISTRATION ................................................................................ 9 TRANSITIONS AND TRANSFERS ......................................................................................... 11 BENCHMARKS FOR TRANSITION ........................................................................................ 12 EVALUATION AND FOLLOW UP ........................................................................................... 14 TIPS FOR TEACHERS ........................................................................................................... 15 REFUGEE BACKGROUNDERS ............................................................................................... 19 BURUNDI ............................................................................................................................
    [Show full text]
  • Refugees from Democratic Republic of Congo, Central African Republic, Rwanda, and Burundi
    FACT SHEET July 8, 2015 From Central Africa to Buffalo: Refugees from Democratic Republic of Congo, Central African Republic, Rwanda, and Burundi Please note that this is a rough-and-ready guide and that these facts will not be applicable to all refugees from the Central African region that you meet. A Brief Background For the past several decades Central Africa has been wrought with conflict, including both civil wars and international conflicts. Many different ethnic groups are involved in various capacities, creating tensions within and between countries.1 Do not assume that individuals from the same country are of the same ethnic group or religious affiliation. There are important differences among the ethnic and tribal groups, and because of the longstanding tensions among some of the groups it is important to respect these differences. 1 These conflicts have resulted in millions of refugees and internally displaced people throughout the countries in Central Africa. In particular, the conflicts in the Democratic Republic of Congo (DRC) are wide-scale and have involved surrounding countries (including the Central African Republic and Burundi) in recent years.2 Democratic Republic of Congo (DRC) From 1998-2003, the DRC was involved in the deadliest war in African history, the Second Congo War, and its formal end did not bring an end to conflict.3 Disputes over resources and political ideologies have bred violence, as have conflicts with neighboring countries, including spillover from the 1994 Tutsi Genocide in Rwanda.4 Many refugees that come from the DRC have been victims of human trafficking and sexual violence.
    [Show full text]
  • Policy Paper on Prevention of Identity-Based Violence in Burundi
    DECEMBER 2020 POLICY PAPER ON PREVENTION OF IDENTITY-BASED VIOLENCE IN BURUNDI AIPG OFFICE OF AFRICA PROGRAMS Plot 1-3 Coral Crescent, Lower Kololo Terrace Kampala Uganda www.auschwitzinstitute.org Table of Contents 1.0 Background ............................................................................................................................................... 2 1.1 Identity-Based Conflicts ...................................................................................................................... 3 1.2 Pre-Colonial History ........................................................................................................................... 3 1.3 Colonial History ................................................................................................................................... 3 1.4 Post-Colonial History .......................................................................................................................... 4 2.0 Legal and Institutional Frameworks for Addressing Identity-based Conflicts. ..................................... 4 2.1 The Constitution .................................................................................................................................. 4 2.2 The Arusha Peace and Reconciliation Agreement ........................................................................... 5 2.3 The Legislative ..................................................................................................................................... 5 2.4 National Councils
    [Show full text]
  • Healing Families in the North Burundi Mission
    Andrews University Digital Commons @ Andrews University Project Documents Graduate Research 2014 A Strategy to Present the Concept of Headship: Healing Families in the North Burundi Mission Joseph Ndikubwayo Andrews University This research is a product of the graduate program in Doctor of Ministry DMin at Andrews University. Find out more about the program. Follow this and additional works at: https://digitalcommons.andrews.edu/dmin Part of the Family, Life Course, and Society Commons, Missions and World Christianity Commons, and the Practical Theology Commons Recommended Citation Ndikubwayo, Joseph, "A Strategy to Present the Concept of Headship: Healing Families in the North Burundi Mission" (2014). Project Documents. 252. https://digitalcommons.andrews.edu/dmin/252 This Project Report is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Project Documents by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact [email protected]. Thank you for your interest in the Andrews University Digital Library of Dissertations and Theses. Please honor the copyright of this document by not duplicating or distributing additional copies in any form without the author’s express written permission. Thanks for your cooperation. ABSTRACT A STRATEGY TO PRESENT THE CONCEPT OF HEADSHIP: HEALING FAMILIES IN THE NORTH BURUNDI MISSION by Ndikubwayo Joseph Adviser: Bruce L. Bauer ABSTRACT OF GRADUATE STUDENT RESEARCH Dissertation Andrews University Seventh-day Adventist Theological Seminary Title: A STRATEGY TO PRESENT THE CONCEPT OF HEADSHIP: HEALING FAMILIES IN THE NORTH BURUNDI MISSION Name of researcher: Ndikubwayo Joseph Name and degree of faculty advisers: Bruce L.
    [Show full text]
  • Burundi Country Report
    BURUNDI COUNTRY REPORT April 2004 Country Information & Policy Unit IMMIGRATION AND NATIONALITY DIRECTORATE HOME OFFICE, UNITED KINGDOM Burundi April 2004 CONTENTS 1 Scope of the document 1.1 – 1.7 2 Geography 2.1 Population, Ethnic groups, Languages 2.2 - 2.6 A note on statistics quoted 2.7 3 Economy 3.1 – 3.7 4 History Summary of events since independence 4.1 – 4.4 Outbreak of Civil War, 1993 4.5 – 4.7 Coup of 25 July 1996 4.8 – 4.9 Peace Talks, 1998 - 2000 4.10 – 4.13 Signing of the Arusha Agreement, August - September 2000 4.14 - 4.18 Failed coup attempts of April and July 2001 4.19 – 4.20 Developments prior to term of Transitional Government 4.21 – 4.24 The Transitional Government and continued peace negotiations 4.25 – 4.36 Ceasefire agreements of October and December 2002 4.37 - 4.40 Transfer of the Presidency, April 2003 4.41 - 4.42 The Pretoria Protocol, October 2003 4.43 - 4.46 AMIB and the process of 'cantonment' 4.47 – 4.50 The security situation and return of refugees 4.51 - 4.54 Forthcoming elections 4.55 - 4.60 5. State Structures The Constitution 5.1 – 5.3 Citizenship and Nationality 5.4 Political System 5.5 – 5.9 Judiciary 5.10 – 5.18 Military Courts 5.19 - 5.20 Legal Rights/Detention 5.21 – 5.28 Death Penalty 5.29 - 5.30 Internal Security 5.31 - 5.32 Armed Forces 5.33 – 5.35 "Gardiens de la Paix" 5.36 – 5.39 African Mission in Burundi (AMIB) 5.40 – 5.43 Prisons and prison conditions 5.44 – 5.49 Military Service 5.50 Medical Services 5.51 – 5.53 Malaria 5.54 - 5.56 HIV/AIDS 5.57 – 5.60 Cholera 5.61 People with disabilities
    [Show full text]
  • Capital Cities Around the World This Page Intentionally Left Blank Capital Cities Around the World
    Capital Cities around the World This page intentionally left blank Capital Cities around the World An Encyclopedia of Geography, History, and Culture ROMAN ADRIAN CYBRIWSKY Copyright 2013 by ABC-CLIO, LLC All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publisher. Library of Congress Cataloging-in-Publication Data Cybriwsky, Roman Adrian. Capital cities around the world : an encyclopedia of geography, history, and culture / Roman Adrian Cybriwsky. p. cm. Includes bibliographical references and index. ISBN 978-1-61069-247-2 (hardcopy : alk. paper) — ISBN 978-1-61069-248-9 (ebook) 1. Cities and towns. 2. Capitals. I. Title. G140.C93 2013 909'.09732—dc23 2012046346 ISBN: 978-1-61069-247-2 EISBN: 978-1-61069-248-9 17 16 15 14 13 1 2 3 4 5 This book is also available on the World Wide Web as an eBook. Visit www.abc-clio.com for details. ABC-CLIO, LLC 130 Cremona Drive, P.O. Box 1911 Santa Barbara, California 93116-1911 This book is printed on acid-free paper Manufactured in the United States of America Contents List of Capital Cities vii List of Capital Cities by Country xiii Preface xix Introduction xxiii Capital Cities A-Z 1 Appendix: Selected Historic Capital Cities around the World 349 Selected Bibliography 357 Index 361 This page intentionally left blank List of Capital Cities Abu
    [Show full text]
  • Building Hope: Refugee Learner Narratives
    Building Hope: Refugee Learner Narratives Manitoba Education and Advanced Learning © UNHCR/Zs. Puskas. June 19, 2012. World Refugee Day 2012 in Central Europe. Európa Pont venue of the European Commission in Budapest hosted an exhibition of drawings showing the response of school children to hearing refugee stories. 2015 <www.flickr.com/photos/unhcrce/7414749518/in/set-72157630205373344/>. Used with permission. All rights reserved. Manitoba Education and Advanced Learning Cataloguing in Publication Data Building hope [electronic resource] : refugee learner narratives Includes bibliographical references. ISBN: 978-0-7711-6067-7 1. Refugee children—Manitoba—Interviews. 2. Refugees—Manitoba—Interviews. 3. War victims—Manitoba—Interviews. 4. Refugee children—Education—Manitoba. 5. Refugees—Education—Manitoba. 6. War victims—Education—Manitoba. I. Manitoba. Manitoba Education and Advanced Learning. 371.826914 Copyright © 2015, the Government of Manitoba, represented by the Minister of Education and Advanced Learning. Manitoba Education and Advanced Learning School Programs Division Winnipeg, Manitoba, Canada Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education and Advanced Learning. Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and publishers who allowed their original material to be used. All images found in this document are copyright protected and should not be extracted, accessed, or reproduced for any purpose other than for their intended educational use in this document. Any websites referenced in this document are subject to change. Educators are advised to preview and evaluate websites and online resources before recommending them for student use.
    [Show full text]
  • Complete Dissertation
    VU Research Portal Elusive Tactics Berckmoes, L.H. 2014 document version Publisher's PDF, also known as Version of record Link to publication in VU Research Portal citation for published version (APA) Berckmoes, L. H. (2014). Elusive Tactics: Urban Youth Navigating the Aftermath of War in Burundi. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. E-mail address: [email protected] Download date: 29. Sep. 2021 Elusive Tactics Lidewyde H. Berckmoes, 2014 All rights reserved. Save exceptions stated by the law, no part of this publication may be reproduced, stored in a retrieval system of any nature, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publishers, application for which should be addressed to the author. Cover design by Isabelle Backer Cover photograph by Lidewyde Berckmoes: Four youths on the way home after a visit to a youth centre in the Bujumbura neighbourhood Buterere, in May 2010.
    [Show full text]
  • 1 UNESCO Meeting “Identifying Good Practices in Safeguarding Endangered Languages in Sub-Saharan Africa” Addis Ababa, 9
    UNESCO meeting “Identifying good practices in safeguarding endangered languages in Sub‐Saharan Africa” Addis Ababa, 9 and 10 February 2007 General report I. Introduction The meeting was organized by UNESCO’s Intangible Heritage Section in cooperation with the UNESCO Addis Ababa Office in Addis Ababa (Ethiopia) on 9 and 10 February 2007. It was the second of a series of two meetings organized in the framework of the UNESCO/Norway Fund‐in‐Trust project “Capacity‐building for safeguarding languages and oral traditions and expressions in Sub‐Saharan Africa”. The meeting brought together about 40 participants from 22 countries in Sub‐Saharan Africa, representatives of university departments and national and regional research institutions specialized in African languages. The discussions focused on concrete experiences, good practices and lessons related to the projects carried out by African experts for the safeguarding of endangered languages. Well before the meeting, a call for submissions was distributed among African university departments and national research institutions dealing with African languages asking for contributions in the following areas: (a) university curricula strengthening skills and methodologies for documenting and safeguarding endangered languages; (b) research partnerships for language description between endangered language communities and linguists/universities; (c) community and academic collaboration in preparing and publishing endangered language materials (orthographies, grammars, primers, etc.) and other revitalisation efforts; (d) formal and non‐formal education using endangered languages; (e) safeguarding activities for oral traditions and expressions involving endangered languages; (f) the use of public media, and information and communication technologies in safeguarding endangered languages. On the basis of the proposals received, 22 were chosen for presentation during the meeting.
    [Show full text]