Education inclusive et résilience chez les refugiés centrafricains d’âge scolaire du camp d’Amboko de Goré au Tchad.

Abstract

The well-being of refugee children is a concern for researchers who are working to propose strategies to overcome their difficult living conditions. This issue has been the subject of much research in the American, European And African contexts (Anaut, 2006; Jourdan-Ionescu, 2001; Manciaux et al. 2001; Masten, 1994; Rutter, 1994; Sleijpen et al. 2015; Terrisse & Larose; 2001). Despite the multiplicity of this research, a small part has linked inclusive education and resilience in the African context in general and in Chad in particular. This research proposes to investigate the relationship between inclusive education and resilience; and raises the problem of the social exclusion of school-age refugees. In an attempt to make a contribution to solving this problem, a questionnaire composed of two scales: the Inclusive Education Scale by Li et al. (2022) and the Resilience Scale by Connor and Davidson (2003). It was administered to a sample (N= 101) of students of class 5 and those of class 6, living in the Amboko refugee camp in Chad. The data processed by correlation and regression analysis confirm that inclusive education promotes resilience. More specifically, our results show that: attitudinal aspects promote resilience (r=.246; p<.05); Environmental aspects promote resilience (r =.663; p<.05) and educational aspects promote resilience (r = .178; p<.05). These results can be a support that can help refugee-hosting States, education partners and school leaders who reflect on strategies on a daily basis.