%0 Journal Article %T Genre et scolarisation ¨¤ Madagascar Gender and schooling in Madagascar %A B¨¦n¨¦dicte Gastineau %A Noro Ravaozanany %J Questions Vives : Recherches en ¨¦ducation %D 2011 %I Universit¨¦ de Provence %R 10.4000/questionsvives.710 %X Malgr¨¦ des progr¨¨s r¨¦cents, le taux de scolarisation des filles reste inf¨¦rieur ¨¤ celui des gar ons dans la majorit¨¦ des pays d¡¯Afrique subsaharienne. Les causes de la sous-scolarisation des filles sont nombreuses. Elles tiennent tant ¨¤ des facteurs d¡¯offre (¨¦coles en nombre insuffisant, ¨¦loign¨¦es, etc.) qu¡¯¨¤ des facteurs de demande (investissement dans la scolarisation des filles jug¨¦e comme non rentable, crainte de l¡¯¨¦mancipation des femmes ¨¦duqu¨¦es, etc.). Dans ce contexte, Madagascar est souvent pr¨¦sent¨¦e comme une exception : les taux de scolarisation sont ¨¦lev¨¦s et on observe une grande parit¨¦ entre les filles et les gar ons. Toutefois, au sein m¨ºme des ¨¦coles, les filles et les gar ons ne sont pas trait¨¦s de la m¨ºme fa on. Douze ¨¦coles ont ¨¦t¨¦ observ¨¦es, des entretiens ont ¨¦t¨¦ men¨¦s aupr¨¨s d¡¯enseignants et des focus group avec des ¨¦l¨¨ves ont ¨¦t¨¦ r¨¦alis¨¦s. Les analyses de ces donn¨¦es montrent que les discours et les pratiques perp¨¦tuant des st¨¦r¨¦otypes de genre sont nombreux et que ces st¨¦r¨¦otypes sont int¨¦gr¨¦s par les enseignants et par les ¨¦l¨¨ves. Despite rising educational levels across much of the African world, gender inequities in education persist. Girls are less likely to attend school than boys. Researchers have suggested various explanations for the gender gap in education in Africa. The lack of primary schools in many developing countries and norms regarding female education discourage parents from investing in their daughters¡¯ education. In Sub-Saharan Africa, Madagascar is an exception: most children receive education; boys and girls are enrolled in primary schools in equal numbers. However, our objective is to explore gender segregation, and the treatment of boys and girls in primary schools during the lessons and playtime. Twelve schools were included in the study; teachers completed in-depth interviews and focus groups with students were interviewed. Our findings indicate that that gender segregation exists and there is an unequal treatment of boys and girls in primary schools by teachers. Gender role norms influence interactions between teachers and students and between girls and boys. %K Madagascar %K schooling %K gender %K Madagascar %K scolarisation %K genre %U http://questionsvives.revues.org/710