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Power As Resilience: a Study of the Life-Projects of Primary School Children in Gitega, Burundi

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Power as Resilience: a study of the life-projects of primary school children in Gitega, Burundi Julien LESCOP Master’s Thesis in International Development Studies December 2014, Amsterdam, The Netherlands COLOPHON “Power as Resilience: a study of the life-projects of primary school children in Gitega, Burundi” Julien Lescop – 10701109 [email protected] Thesis submitted on December 13th, 2014 in partial fulfilment of the MSc International Development Studies at the Graduate School of Social Sciences, University of Amsterdam, The Netherlands. Supervisor: mw. dr. Jacobijn Olthoff Technical advisor: dr. Lidewyde Berckmoes Second reader: drs. Graciela Paillet Cover page: drawing by a 16-year-old girl at Nyakibingo primary school. The translation of the legend is: “Three inseparable persons acting together for the development of Burundi” (Burundian proverb). Last page: drawing of a 17-year-old boy at Nyakibingo primary school. The translation of the legend is: “I would like the dove to bring peace to Burundi”. Word count: 22,630 ABSTRACT Burundi is a small landlocked country in the southeast of the African continent, with Rwanda to the North, Tanzania to the East and South and the Democratic Republic of Congo lying to the west, with a population of around 10 million. It regularly ranks towards the bottom of international development charts and the bulk of its population is under 15 years old. It has suffered several cyclical episodes of violence fostered by ethnic tensions since it achieved independence in 1962. However in the last decade Burundi has experienced a period of peace and the children of today have no directly experience of civil war and other exactions, and it is these children that represent the future of the country. This thesis fits into a larger research project on the intergenerational reproduction of violence and resilience for primary school children. The fieldwork has been conducted in Gitega, the second largest city of the country. The focus employed throughout the thesis is to scrutinize the aspirations and potential of primary school children. I aim to relate their life-projects with elements of the socio-economic context and investigate what are the determinants and underlying reasons and implications of their conception and predictions of their future. In order to do so, data has been collected through a combination of surveys, focus groups, interviews, drawings and observation thus the methodology employed derives from mixed-methods analysis techniques. The primary theoretical foundation of this investigation is composed using the bio-ecological environmental framework of Bronfenbrenner, which allows this research to construct the reflection with the child as both the subject and the actor of his or her development. The dreams and hopes of the children are presented, analysed, and put in contrast with the structural violence of their reality. The principal finding of this thesis is that the conceptualization of the projects of the children in Gitega is driven by the desire for power, under several forms and at a number of different levels. I argue that children consider power as a means to cope with the harshest elements of their reality and as a strategy to protect themselves in the future. Power is thus seen as an active resilience mechanism. Interpretation of the data leads to the conclusion that the ownership of their livelihood is of utter importance and that life-satisfaction is the result of a bargain between power and its retributions. School is considered as a place of shelter and as the most powerful trigger towards the realization of their projects but at the same time can also be a source of frustrations, particularly due to the huge differences in quality of education between private and public schooling. Physical violence is still widespread at school from the part of the professor and there is a process of internalization of violence from the part of the children, particularly concerning punishments. In the conception of their projects, the children make categorisation of the activities they hope to undertake in the future and have positive or negative considerations about certain categories. Keywords: active resilience, forms of power, life-projects, Burundi, primary schooling, structural violence, mixed-methods 3 ACKNOWLEDGEMENTS Je voudrais en premier lieu remercier tous les enfants qui m’ont aidé à accomplir ce travail qui, je dois le dire, a été de longue haleine. J’espère pouvoir vous recroiser un jour et voir comment vous avez réussi à accomplir vos rêves. Ego, vraiment. Ce mémoire n’aurait non plus jamais vu le jour sans le soutien de ma famille, d’ici ou d’ailleurs, mon frère François et mes parents, Jean-Pierre et Gladys, je vous aime et vous remercie pour tout ce que vous avez fait, toléré et provoqué pour que je puisse finir de telles études. Para mi gente de Perù también, me fui a otro continente pero es para regresar todavía más fuerte, ténganlo por seguro. Los quiero. Mes amis de Lorient, de Paris ou d’ailleurs en France, vous savez. I also would like to warmly and deeply thank Jacobijn Olthoff and Lidewyde Berckmoes, my supervisors, who have accompanied me in the conception and redaction of this thesis. Your pieces of advice, recommendations and critics have guided me, helped me, and made me learn a lot. I consider this thesis as a collective work and it would have been impossible to achieve it without your participation. It is a collective work and I am proud to have been trusted by you. Super bedankt! I also have to mention all my comrades of the IDS master, along whom I had the chance to discover the world with a researcher perspective, a chance that is definitively worth it. I also thank all the team of the master, for the insights, support and knowledge they provided me. Enfin et surtout, je voudrais remercier tous mes amis au Burundi, ce beau pays où je sais que je retournerai. Saida (les dames d’abord) Aubin et Cédric (ordre alphabétique désolé) particulièrement, qui m’ont tellement aidé dans mon travail, mais m’ont aussi accueilli dans leurs cœurs comme je les ai accueillis dans le mien. Toute l’équipe de l’Alliance Française de Gitega, avec qui je me suis senti plus que collègue, ami. Gérard et l’équipe du Centre Culturel également, je vous adore. Christian et Yannick à Buja, on va se revoir ne vous inquiétez pas ! Tous les compatriotes volontaires ou travailleurs qui m’ont fait une place pour dormir et avec qui j’ai eu tellement de plaisir à siroter des Primus en regardant les matchs. Sans oublier toutes les personnes qui m’ont donné accès à leur travail et m’ont aidé dans ma recherche. A tous ceux à qui je pense aussi sans les nommer, je vous aime et vous le savez. Merci. JL 4 Table of Contents ABSTRACT ................................................................................................................................................ 3 ACKNOWLEDGEMENTS ........................................................................................................................... 4 ABBREVIATIONS ...................................................................................................................................... 7 LIST OF FEATURES, TABLES & GRAPHS.................................................................................................... 8 INTRODUCTION ....................................................................................................................................... 9 1 CHAPTER 1: CONTEXT OF THE RESEARCH ..................................................................................... 12 1.1 The PBEA programme ........................................................................................................... 12 1.2 Gitega, former capital of Burundi ......................................................................................... 13 1.2.1 Burundi .......................................................................................................................... 13 1.2.2 Gitega ............................................................................................................................ 16 2 CHAPTER 2: THEORETICAL FRAMEWORK ..................................................................................... 18 2.1 The theoretical backbone; Bronfenbrenner human ecology ................................................ 19 2.2 Violence................................................................................................................................. 22 2.3 Poverty .................................................................................................................................. 24 2.4 Resilience .............................................................................................................................. 25 2.5 The conceptual scheme ........................................................................................................ 26 3 CHAPTER 3: RESEARCH METHODOLOGY ...................................................................................... 26 3.1 Locations ............................................................................................................................... 27 3.1.1 The Alliance Franco-burundaise .................................................................................... 27 3.1.2 The Parking .................................................................................................................... 28 3.1.3 The IPRED .....................................................................................................................
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