GPH-International Journal of Social Science and Humanities Research

La quête identitaire par la déconstruction de l’imaginaire colonial dans les œuvres de Scholastique Mukasonga

Latifa BOUTAZAT — 2024-04-24

RÉSUMÉ : A travers, le cadre socio-historique, anthropologique et culturel du Rwanda, ce travail aborde la thématique de l’histoire de l’Afrique à travers le regard de l’Occident et notamment l’Histoire du Rwanda dans les œuvres de Scholastique Mukasonga. Le projet de l’écrivaine vise à démontrer la profondeur du malaise social et culturel que produit le discours de l’Occident sur l’Histoire rwandaise et le génocide des Tutsis. La déconstruction identitaire véhiculée par l’instauration de classifications menée par le discours colonial suite à la théorie de l’idéologie hamitique a eu pour première conséquence, l’expropriation identitaire des Tutsis. En effet, l’idéologie hamitique évolue en une idéologie raciale mettant en pratique le clivage ethnique qui tend à définir une société selon ses gènes. De ce fait, cette construction biologique des catégories, va permettre la manipulation politique de la population rwandaise et sa division. Scholastique Mukasonga, survivante du génocide, dénonce ainsi cette ségrégation identitaire et raciale et apporte son témoignage. L’écriture devient pour l’écrivaine un moyen de transposer l’Histoire à travers le texte littéraire tout en faisant un travail de résilience. Ecrire l’indicible, mettre des mots sur son expérience traumatique, en tentant d’exprimer l’innommable est pour l’écrivaine un devoir de mémoire pour sa communauté.

Ainsi ce travail se veut être une réflexion sur l’impact du regard de L’Occident dans la construction d’un imaginaire faussé sur l’histoire du Rwanda impliquant la déshumanisation des Tutsis. Souligner le rôle de l’écrivain dans la quête et la reconstruction identitaire tout en se questionnant sur la place (ou l’avenir) du « témoignage littéraire » dans la production des savoirs en Afrique et la connaissance des sociétés africaines

ABSTRACT

Through the socio-historical, anthropological, and cultural framework of Rwanda, this work addresses the theme of African history from the perspective of the West, focusing specifically on the history of Rwanda as depicted in the works of Scholastique Mukasonga. The writer's projectaims to demonstrate the depth of social and cultural unease produced by the Western discourse on Rwandan history and the genocide of the Tutsis. The identity deconstruction propagated by the establishment of classifications through colonial discourse following the theory of Hamiticideology had, as its initial consequence, the identity expropriation of the Tutsis. Indeed, Hamiticideology evolved into a racial ideology implementing ethnic division that seeks to define a society based on genetics. Consequently, this biological construction of categories allowed for the political manipulation and division of the Rwandan population. Scholastique Mukasonga, a genocide survivor, denounces this identity and racial segregation while providing her testimony. Writing becomes for the author a means to transpose history through literary text while engaging in a process of resilience. Writing the unspeakable, putting words to traumatic experiences, and attempting to express the unspeakable is, for the author, a duty of remembrance for her community.

Thus, this work aims to be a reflection on the impact of the Western gaze in shaping a distorted imaginary of Rwandan history, involving the dehumanization of the Tutsis. It highlights the role of the writer in the quest for and reconstruction of identity while questioning the place (orfuture) of "literary testimony" in the production of knowledge in Africa and the understanding of African societies

IMPACTS OF CONSTRUCTION OF INSTRUCTIONAL RESOURCES ON UPPER BASIC SOCIAL STUDIES STUDENTS ACADEMIC PERFORMANCE IN DELTA STATE, NIGERIA

SUBERU, Shoba Barry — 2024-04-24

This study examines the impact of construction of instructional resources on Upper basic Social Studies students’ academic performance in Delta State, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted the quasi-experimental research design on a population of 850 who were administered treatment chosen through the simple random sampling method of balloting type. The instrument for data collection was the Social Studies Achievement Test (SSAT). Data generated were analyzed using the mean and standard deviation for the stated research questions, while the Analysis of Covariance (ANCOVA) was used to test the formulated null hypotheses at an alpha of 0.05 level of significance. Findings revealed that; there is a significant effect of location on the pretest posttest mean scores on learners and academic performance taught Social Studies with construction learning method and lecture methods; there is a significant effect of sex on the pretest and posttest mean scores on learners academic performance taught Social Studies with construction learning method and lecture method. The study concluded that construction learning method have effect on the pretest posttest mean scores of the learner and that it enhances their cognitive, affective and psychomotor domain of knowledge; equipping the learner based on their characteristics to improvise instructional materials, which have been teacher-centered activities. The study recommended amongst others that teachers of Upper Basic Social Studies should adopt constructive learning method in the delivery of instruction as this method make learning concrete, tangible and effective as against lecture learning method that tends to isolate the students during the delivery of instruction.

Influence of Religious Inclination, School Type and Attitudeon Upper Basic Social Studies Students Sexual Behaviour in Edo and Delta States

Akhogbai, E. M — 2024-04-24

This study examined the influence of religious inclination, school type and attitudeon Upper Basic SocialStudies Students sexual behaviour in Edo and DeltaStates. Three research questions were raised and three null hypotheses were formulated and tested at 0.05 level of significance. This study adopted a Descriptive Survey Research Design on a population of fifty-one thousand, six hundred and twenty-four and a sample size of 720 respondents was employed via the multi-stage sampling technique. Findings of the study revealed amongst others that, there was no significant relationship between religious inclination and school type and Upper Basic Social Studies Students towards sexual behaviour. There was a significant relationship of Upper Basic Social Studies Students’ attitude towards sexual behaviour. The study concluded that religious inclination and school type does not influence Upper basic Social Studies students sexual behaviour in Edo and Delta States; and that the attitude of Upper Basic Social Studies students influences their sexual behaviour in Edo and Delta States. The study made recommendations accordingly.