Girls’ education in Djibouti: an holistic approach in response to the ideology of development

Abstract

In a cross between gender sociology, education sciences and politic anthropology, this research takes an interest in the complementarity of scientific and methodological approaches, through a study on pupils of Djibouti, in order to extricate from a negative interpretation of the limited girl schooling process in African contexts. In the aftermath of the immersion work to which this enquiry refers, the idealization which hide behind the promotion of girls’ education which need to be questioned and which give rise a better understanding of the persistence of the «afropessimistic» analysis in the expert’s reports or in the scientific literature.