Beyond Ideology and Greed Trajectories of Young People Towards New Forms of Violence in Côte d'Ivoire and Mali
Ideology or unemployment can't explain young people's engagement in new forms of violence. Unlike widely accepted ideas, Interpeace research shows these elements to be largely incidental. This report is the result of a Participatory Research led by Interpeace, together with its partners IMRAP and Indigo Cote d'Ivoire. Supported by UNICEF, it describes how societies and dynamics surrounding young people in Mali and Cote d'Ivoire structure the trajectories of some of the latter towards violence. Ideology (namely religious) appears less like a decisive motivation, but rather as a legitimation discourse a posteriori. Likewise, unemployment and greed, although they remain of importance, are not pivotal. They are rather illustrative elements of youth need to find their place in their society, to be recognized and valued, to feel like they are contributing.
- What we learn of the pathways of youths towards new forms of violence?
- What this implies for our actions?
- Actions concerning youths and groups regarded as violent or «extreme».
- Actions in the field of education.
A deep educational crisis affecting the family, the community and the school forms the basis of youths' paths toward violence. At the center of this dynamic is a «crisis of authority». This crisis concerns the authority of the teacher, as well as the lack of educational continuity between the family, the community and the school. Often accused of being a risk factor, Koranic schools may actually be a source of positive resilience thanks to their high degree of legitimacy among the populations due to their ability to ensure effective transmission of values and strong social control. They can nevertheless contribute to leading young people to new forms of violence: not because of their religious ideology, but because of the strong control/authority of the teacher over his students. If such a teacher is ill-intentioned, this allows him to direct the children toward the production of violence. This strong influence of the teacher can therefore constitute a factor of positive or negative resilience depending on how he makes use of it.