“Invisible” and “unheard” children in fragile contexts – reflections from field research among the Ba’Aka in the Central African Republic

Journal Title: Problemy Wczesnej Edukacji - Year 2016, Vol 35, Issue 4

Abstract

In the present article I outline the situation of children who belong to an indigenous community of Ba’Aka Pygmies, a group inhabiting the Sangha-Mbaéré region of rainforest in the Central African Republic. These children are inscribed in the categories of “invisible” and “unheard” children. They are also deprived of the right to be properly researched. This is due to a number of external and internal factors which shape the contemporary reality of the formerly colonised country. Despite the fact that the Central African Republic broke free from colonial oppression, since 1960s it has been experiencing internal colonisation and civilising missions by the countries of the Global North so as to be “fruitfully” written in the narrative of national development. Thus, referring to key categories, I discuss postcolonial representations: images and narratives perceived through the perspective of a female researcher who, since 2002, has conducted field research among excluded and marginalised children and young people in fragile (vulnerable) contexts in Central Africa.

Authors and Affiliations

Urszula Markowska-Manista

Keywords

Related Articles

Obniżenie wieku rozpoczęcia obowiązku szkolnego – reprezentacje społeczne problemu w debacie publicznej

The article shows, on the example of discussion about the lowering of the school age, how it can be analysed by means of communication mechanisms distinctive of the social representation theory (anchoring, objectificatio...

Jan Jakub Rousseau w naturze/ogrodzie? Dyskursy natury we współczesnych odczytaniach feministycznych i posthumanistycznych

The 21st century is called ‘the biotech age’. We cannot deny the emergence of significant changes in the way we conceive nature and ourselves. The main influence comes from biotechnologies and information science which m...

Dyskurs edukacyjny w badaniach. Próba systematyzacji perspektyw badawczych. /Educational discourse in the research. Draft framework of research perspectives

Our aim throughout the contribution was to systemize perspectives employed by the researchers in the studies of educational discourse. Three perspectives of empirical insight into educational discourses were reconstructe...

Myśli Jana Jakuba Rousseau o wychowaniu i muzyce – ich reminiscencje w rytmice Emila Jaques-Dalcroze’a

The text is an attempt to analyze and interpret a selection of Jean-Jacques Rousseau’s thoughts about education relating to music education, the thoughts that I find as reminiscences of assumptions and methods of Emil Ja...

Visual representations of war in Polish and Scandinavian picturebooks. A metaphorical perspective

The goal of the article is to show the potential of the war metaphor applied in the picturebook medium and reflect upon the cultural premises of its use. The analysed material includes three Polish and two Scandinavian b...

Download PDF file
  • EP ID EP187944
  • DOI 10.5604/01.3001.0009.7629
  • Views 61
  • Downloads 0

How To Cite

Urszula Markowska-Manista (2016). “Invisible” and “unheard” children in fragile contexts – reflections from field research among the Ba’Aka in the Central African Republic. Problemy Wczesnej Edukacji, 35(4), 39-50. https://europub.co.uk/articles/-A-187944