COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso)

Zakaria Soré; Lambert Yerbanga; Lydia Rouamba

doi:doi:10.11648/j.edu.20221106.14

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COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso)

Zakaria Soré, Lambert Yerbanga, Lydia Rouamba

Published in Education Journal (Volume 11, Issue 6)

Received: 28 July 2022 Accepted: 10 November 2022 Published: 29 November 2022

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Abstract

In 2020, the world discovers a new coronavirus disease (COVID-19). Faced with the rapid spread and the absence of scientific treatments, public health measures are being tested. They are mainly linked to the reduction of population gatherings and the closure of gathering places. One of the institutions affected by the closure is the school. This closure is at the origin of the remodeling of relations between the different actors in education. How have the actors organized themselves to maintain consultation relationships in the context of the closure of classrooms? We have mobilized a socio-anthropological approach to answer this question. It consisted of conducting interviews with the various actors and observing their behavior during the time when classes were closed. Field work shows communication technologies have been mobilized to maintain contact between parents and teachers in the context of class closures. However, this attitude was not observed in all parents. The factor that made the difference in the behavior of parents of students was cultural capital. Thus, the time of the closure of schools in the dynamics of the fight against the disease was a time of revelation of social inequalities.

Published in	Education Journal (Volume 11, Issue 6)
DOI	10.11648/j.edu.20221106.14
Page(s)	331-336
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Burkina Faso, COVID-19, Parent-School Relations, Cultural Capital, Relationship to School

References

[1]	DESLANDES R. (2013). «La collaboration parent-enseignante au regard de l’état actuel des connaissances», Revue préscolaire, 51 (4), pp. 11-14.
[2]	MATHONNAT J., AUDIBERT M. et NOSSEK V. (2020). Perception de la COVID et comportement des ménages au Burkina Faso. FERDI.
[3]	OLIVIER DE SARDAN J. P. (1995), «La politique du terrain Sur la production des données en anthropologie», Enquête [En ligne], 1 \| 1995, mis en ligne le 10 juillet 2013, consulté le 07 octobre 2014. URL: http://enquete.revues.org/263; DOI: 10.4000/enquete.263.
[4]	SORÉ Z. (2015), «Les étudiants de l’Université Joseph Ki-Zerbo face à la COVID-19. Entre théorie du complot, dénie et distanciation vis-à-vis des mesures barrières» In Charlier Jean-Émile, Hane Fatoumata, Goudiabi Jean Alain et Croché Sarah L’école africaine face à la COVID-19, Paris, L’Harmattan, p. 123-146.
[5]	WAYACK-PAMBÈ M., THORSENAND D. et DARKWAH K. A. (25 Novembre 2021). Burkina Faso-étude pays sur les mesures et l’impact de la COVID-19. https://includeplatform.net
[6]	COMPAORE R. A. M., (2006) «Associations de parents dans la vie des écoles au Burkina Faso», Education/ formation, la recherche de qualité, Aide et action, Colloque international IRD, IER-NIESAC, HCMV, 18- 20 avril 2006, pp 39-47.
[7]	REIMERS F. (2021). L’éducation et la COVID-19: La récupération de la crise provoquée par la pandémie et la reconstruction en mieux. OECD. https://www.aforges.org/wp-content/uploads/framework.pdf. Consulté le 06/02/2022.
[8]	OUATTARA F. & SORÉ Z., (2016), «Des stratégies des parents d’élèves pour un enseignement primaire de qualité», Afr educ develop issues 2016, n°7, 29-49.
[9]	BOURDIEU P., 1979, «Les trois états du capital culturel. In: Actes de la recherche en sciences sociales». Vol. 30, L’institution scolaire. pp. 3-6; doi: https://doi.org/10.3406/arss.1979.2654
[10]	SORÉ Z. (2015), Massification scolaire, rapport au savoir et qualité de l’enseignement primaire dans la commune rurale de Rambo (province du Yatenga, Burkina Faso), thèse de doctorat Unique de sociologie, Université de Ouagadougou.
[11]	LELIEVRE C. (2020). «L’école maternelle à la maison: garderie ou école»? The conversation https://theconversation.com. Consulté le 05/02/2022re
[12]	MEIRIEU Ph. (2020). École à la maison: l’immense majorité des parents se sont mobilisés, Le Parisien. http://www.leparisien.fr/societe/ecole-a-la-maison-l-immense-majorite-des-parents-se-sont-mobilises-26-05-2020-8323335.php. Consulté le 05/03/2022.

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Zakaria Soré, Lambert Yerbanga, Lydia Rouamba. (2022). COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso). Education Journal, 11(6), 331-336. https://doi.org/10.11648/j.edu.20221106.14

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Zakaria Soré; Lambert Yerbanga; Lydia Rouamba. COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso). Educ. J. 2022, 11(6), 331-336. doi: 10.11648/j.edu.20221106.14

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AMA Style

Zakaria Soré, Lambert Yerbanga, Lydia Rouamba. COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso). Educ J. 2022;11(6):331-336. doi: 10.11648/j.edu.20221106.14

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@article{10.11648/j.edu.20221106.14,
  author = {Zakaria Soré and Lambert Yerbanga and Lydia Rouamba},
  title = {COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso)},
  journal = {Education Journal},
  volume = {11},
  number = {6},
  pages = {331-336},
  doi = {10.11648/j.edu.20221106.14},
  url = {https://doi.org/10.11648/j.edu.20221106.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221106.14},
  abstract = {In 2020, the world discovers a new coronavirus disease (COVID-19). Faced with the rapid spread and the absence of scientific treatments, public health measures are being tested. They are mainly linked to the reduction of population gatherings and the closure of gathering places. One of the institutions affected by the closure is the school. This closure is at the origin of the remodeling of relations between the different actors in education. How have the actors organized themselves to maintain consultation relationships in the context of the closure of classrooms? We have mobilized a socio-anthropological approach to answer this question. It consisted of conducting interviews with the various actors and observing their behavior during the time when classes were closed. Field work shows communication technologies have been mobilized to maintain contact between parents and teachers in the context of class closures. However, this attitude was not observed in all parents. The factor that made the difference in the behavior of parents of students was cultural capital. Thus, the time of the closure of schools in the dynamics of the fight against the disease was a time of revelation of social inequalities.},
 year = {2022}
}

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TY  - JOUR
T1  - COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso)
AU  - Zakaria Soré
AU  - Lambert Yerbanga
AU  - Lydia Rouamba
Y1  - 2022/11/29
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221106.14
DO  - 10.11648/j.edu.20221106.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 331
EP  - 336
PB  - Science Publishing Group
SN  - 2327-2619
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AB  - In 2020, the world discovers a new coronavirus disease (COVID-19). Faced with the rapid spread and the absence of scientific treatments, public health measures are being tested. They are mainly linked to the reduction of population gatherings and the closure of gathering places. One of the institutions affected by the closure is the school. This closure is at the origin of the remodeling of relations between the different actors in education. How have the actors organized themselves to maintain consultation relationships in the context of the closure of classrooms? We have mobilized a socio-anthropological approach to answer this question. It consisted of conducting interviews with the various actors and observing their behavior during the time when classes were closed. Field work shows communication technologies have been mobilized to maintain contact between parents and teachers in the context of class closures. However, this attitude was not observed in all parents. The factor that made the difference in the behavior of parents of students was cultural capital. Thus, the time of the closure of schools in the dynamics of the fight against the disease was a time of revelation of social inequalities.
VL  - 11
IS  - 6
ER  -

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Author Information

Zakaria Soré

Department of Sociology, University Joseph Ki-Zerbo, Ouagadougou, Burkina Faso
Lambert Yerbanga

Gender and Development Laboratory of University Joseph ki-Zerbo, Ouagadougou, Burkina Faso
Lydia Rouamba

Educationnal Science Department, Institute of Social Sciences, Ouagadougou, Burkina Faso

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Plain Text BibTeX RIS

APA Style

Zakaria Soré, Lambert Yerbanga, Lydia Rouamba. (2022). COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso). Education Journal, 11(6), 331-336. https://doi.org/10.11648/j.edu.20221106.14

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ACS Style

Zakaria Soré; Lambert Yerbanga; Lydia Rouamba. COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso). Educ. J. 2022, 11(6), 331-336. doi: 10.11648/j.edu.20221106.14

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AMA Style

Zakaria Soré, Lambert Yerbanga, Lydia Rouamba. COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso). Educ J. 2022;11(6):331-336. doi: 10.11648/j.edu.20221106.14

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@article{10.11648/j.edu.20221106.14,
  author = {Zakaria Soré and Lambert Yerbanga and Lydia Rouamba},
  title = {COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso)},
  journal = {Education Journal},
  volume = {11},
  number = {6},
  pages = {331-336},
  doi = {10.11648/j.edu.20221106.14},
  url = {https://doi.org/10.11648/j.edu.20221106.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221106.14},
  abstract = {In 2020, the world discovers a new coronavirus disease (COVID-19). Faced with the rapid spread and the absence of scientific treatments, public health measures are being tested. They are mainly linked to the reduction of population gatherings and the closure of gathering places. One of the institutions affected by the closure is the school. This closure is at the origin of the remodeling of relations between the different actors in education. How have the actors organized themselves to maintain consultation relationships in the context of the closure of classrooms? We have mobilized a socio-anthropological approach to answer this question. It consisted of conducting interviews with the various actors and observing their behavior during the time when classes were closed. Field work shows communication technologies have been mobilized to maintain contact between parents and teachers in the context of class closures. However, this attitude was not observed in all parents. The factor that made the difference in the behavior of parents of students was cultural capital. Thus, the time of the closure of schools in the dynamics of the fight against the disease was a time of revelation of social inequalities.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - COVID-19 and Changes in School-Parent Relationships in the City of Ouagadougou (Burkina Faso)
AU  - Zakaria Soré
AU  - Lambert Yerbanga
AU  - Lydia Rouamba
Y1  - 2022/11/29
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221106.14
DO  - 10.11648/j.edu.20221106.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 331
EP  - 336
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221106.14
AB  - In 2020, the world discovers a new coronavirus disease (COVID-19). Faced with the rapid spread and the absence of scientific treatments, public health measures are being tested. They are mainly linked to the reduction of population gatherings and the closure of gathering places. One of the institutions affected by the closure is the school. This closure is at the origin of the remodeling of relations between the different actors in education. How have the actors organized themselves to maintain consultation relationships in the context of the closure of classrooms? We have mobilized a socio-anthropological approach to answer this question. It consisted of conducting interviews with the various actors and observing their behavior during the time when classes were closed. Field work shows communication technologies have been mobilized to maintain contact between parents and teachers in the context of class closures. However, this attitude was not observed in all parents. The factor that made the difference in the behavior of parents of students was cultural capital. Thus, the time of the closure of schools in the dynamics of the fight against the disease was a time of revelation of social inequalities.
VL  - 11
IS  - 6
ER  -

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