Analyse psychosociale de la littérature féminine en Mauritanie

Over the years, Mauritanian Moorish women have managed to have their own poetry, an oral literature known locally as "tebrāʕ" translated into French by the word "ingenuity", sometimes also "invention". It is a love poetry originally used by girls or by women in general to express feelings that social norms prevent them from manifesting publicly. Tebrāʕ is deeper than a mere female expression of passion, it is rather a social and psychological state of mind that empowers women and helps them break taboos virtually for a short period of time. This article is an analytical reading of Tebrāʕ and presents new models and ways of examining this oral literature. It tries also to answer several questions which can be summarized as follows: Can this form of poetry be considered as a female literature? The closed circle where these words are composed and pronounced, can it be considered a therapy session? And above all, what power do these women and girls derive from this practice? This article is also a study of the perception of men and women in Mauritania in relation to this oral art practice based

Exploring Teachers and Students’ Experiences About the Use of Information and Communication Technologies Icts in Teaching and Learning Science

In today's developing world, use of Information Communication and Technology (ICT) resources is believed to be useful for promoting conceptual learning in science in general and abstract concepts in particular. In this sense, it is important to understand the use of ICT resources in teaching and learning science from teachers' and students' perspectives. Therefore, this study was carried out in order to explore science teachers' and their students' experiences about the use of ICTs in their teaching and learning of science. The research was conducted in a secondary private boys' school in the District Chitral of Khyber Phaktunkhwa, Pakistan. A qualitative case study method was used to investigate the problem. For the data collection, semi- structured interviews with two science teachers and focus group discussions with the students of Grade 9 were carried out. Classroom observation and document analysis were also used as data collection tools for the study. The key findings of the study indicate that teachers are using ICTs with various purposes in mind. These include: to facilitate in-depth learning of abstract concepts in science, to enhance teachers' content knowledge and pedagogical knowledge, and to use social media in teaching and learning of science and for administrative planning of academic work. In addition, the study points out students' experiences of using ICT in learning of science. It includes: ICTs as tools for enhancing knowledge, developing interest in science and helping students in becoming independent learners. However, teachers and students experience some challenges in using ICTs, which include lack of ICT skills and knowledge, misuse of internet (i.e. surfing offended websites and using only for chatting purposes) and accessibilities to ICT resources. But despite such challenges, teachers are committed and motivated to use ICTs in their teaching and learning of science. The study has diverse implications. The study helps the science teachers and students of the participating school to reflect on their roles and current practices regarding the application of technology in science teaching. Additionally, it gives me the understanding of the usabilities and effectiveness of ICTs in teaching and learning process which would, indeed be helpful in my professional life. This may challenge the educators and the school leadership to work harder to keep themselves abreast of the use of ICTs, ideally, triggering action at the management and government level to do more to integrate ICTs with teaching and learning processes and practices.