2013/12/01 by Maurizio Alì, Rodica Ailincai · 1 citation
Agricultural and Biological Sciences · Social Sciences · #Agriculture and Rural Development Research #Migration, Identity, and Health #African Studies and Ethnography
paper · doi:10.1016/j.sbspro.2013.12.196
openalex publication_date 2013/12/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
This paper presents the first results obtained from an exploratory study conducted with a Wayana-Apalaï indigenous community living in the High Maroni region in French Guiana. The study is situated within an ecological and interactionist approach and attempts (1) to understand educational family practices and community logic of the training of children and (2) to describe parents’ expectations vis-à-vis their children as a postmodern dynamic. The ethnographic corpus was gathered during a period of five years with the aim to link observed behaviors with contextual and cultural variables. Following the analysis of the data, the authors propose a diagram of a) the micro-systems structuring the Wayana-Apalaï kinship system; b) a description of parental roles and educational functions; and c) an overview of parental expectations in terms of “traditional success”/“school success”.