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Socialisation et identité : l'enfant rural scolarisé : étude du milieu marocain d'Ahmar

Abstract : As a third-world country, Marocco enperienced dramatic changes that stongly shaked its socialization system and the process of identity building. The study addresses several aspects of this problem among children attending school in a rural setting Ahmar, which is located in the Ahmar "cercle" of the Safi proninve. The study indicates that a new socialization process takes place. Besides the fact that it occurs in a context of acculturation, this new process is characterized by confusion as well as contradiction. A formal and consistent system of values, (one that implies some form of continuity between socializing settings, particularly the family and the school), does not exist. Consequently, as regards the identization process, the study evidenced that the rural child attending school has developed a negative (i.e., a reformative) identity. The major features of this identity are expressed in criticisms of the current state of affairs, and a search for better material living conditions in rural areas. It is, there fore, a shallowly-formed psychosocial identity, that is morally and spiritually bound with the world of adults. Because the process of socialization is truncated and distorted, it favoured a dependent and conformist social identity
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Submitted on : Tuesday, April 24, 2018 - 3:40:15 PM
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  • HAL Id : tel-01775691, version 1



El Mostafa Haddiya. Socialisation et identité : l'enfant rural scolarisé : étude du milieu marocain d'Ahmar. Psychologie. Université Paul Verlaine - Metz, 1987. Français. ⟨NNT : 1987METZ001L⟩. ⟨tel-01775691⟩



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