Un enseignement colonial : l'expérience française en Indochine (1860-1945)
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Paris 7Disciplines:
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Abstract EN:
The french colonial schooling system in indochina was never studied. This work try to analyze and to compare the evolution and the consequences of this modern education in each country of french indochina : annam, cochinchina, tonkin, cambodia and laos. The framework of this thesis is at first chronological. The first part, from 1860 to 1917, deals with the discover of each culture and traditional education system : mandarinal and buddhist, at the end of the 19th century. It also analyze the difficulties encountered during the french primitive reforms. In a second time, from 1917 to 1931, this works explain the installation and the development of the french-indigenous teaching and the evolution of the schooling institution. This is the pinnacle of the time of adaptation. In the third part, from 1932 to 1945, during the economic depression and the development of the opposition by intellectuals, nationalists and communists, the contradictions of the system were revealed. It became impossible to continue only the development of the primary education to the detriment of the formation of a local elite. The fourth and last part of this work is thematic. After the politic evolution during the 20th century, the analyze concern the lasting social and cultural repercussions. Actually, the french policy enabled some modernization direct or diverted through the press, the literature but also the sanitary program or the discover of the body. All these topics and thoughts explain that this thesis don't try to draw up a global and definitive balance-sheet, but it try to begin a new consideration of the french'social impact in indochina.
Abstract FR:
L'analyse du systeme educatif colonial en indochine n'ayant jamais ete entreprise, ce travail se propose d'effectuer une analyse comparative de son evolution et de ses repercussions au sein des pays de l'union indochinoise. Le plan suit pour ses trois premieres parties une progression diachronique distinguant trois grandes periodes. La premiere, de 1860 a 1917, est consacree a la confrontation des cultures en presence, a la lente mise en place des premieres structures. Dans la seconde, de 1917 a 1931, sont analysees l'implantation et le developpement de l'enseignement franco-indigene, consacrant l'apogee d'une politique d'adaptation au milieu. La troisieme, de 1932 a 1945, fait ressortir les contradictions du systeme privilegiant la formation de " la base " au detriment d'une elite, au coeur de la crise economique et des montees contestataires. La quatrieme et derniere partie, thematique, tente de determiner les repercussions profondes et durables de cet enseignement colonial sur les populations et leurs cultures. Elle engage une problematique sur les modernisations directes et derivees qui en ont decoule. Loin de dresser un bilan definitif et tranche de lapolitique educative colonial, ce travail tente donc d'ouvrier la voie a une reflexion globale sur l'action sociale francaise en indochine.