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Numéro 29 (Printemps 2026) : Dynamiques culturelles et interculturelles en contextes africains / Issue 29 (Sprint 2026): Cultural and intercultural dynamics in African contexts / Número 29 (Primavera 2026): Dinámicas culturales e interculturales en contextos africanos

Jean-Marie Lafortune

Analyse des hiérarchies culturelles dans les politiques de décentralisation en Tunisie

Chiheb Nasri
This article examines the contemporary policies of cultural decentralization in Tunisia through a critical approach to governance mechanisms and their social effects. It targets recent programs that promote citizen participation, transparency, and the reduction of territorial inequalities, but which paradoxically contribute to reconfiguring new cultural and territorial hierarchies. By means of a critical discourse analysis, the tension between institutional will for cultural inclusion and real practices is thus questioned. The results show that the participation in question is strictly regulated, producing selective inclusion effects and a reproduction of asymmetries between the center and the peripheries.

What about the independence of investigative journalism centers in Malawi

Muyanga Ziba
Investigative journalism has brought advantages and challenges in Malawi. Centres for journalism have revealed that even in the media there is corruption. These centres do not have financial independence although they have editorial independence and hence can only carry work that does not require a lot of expenses. Based on two cases, namely Centre for investigative journalism and Investigative Journalism Platform, the study used qualitative approach that included semi-structured interviews. It was guided by the following question: to what extend are investigative journalism centres independent? The results disclosed that some institutions are supported while others are not hampering the process of investigative journalism. They showed that governments and security agents do not have much influence on the way information is gathered.

Le rôle du médiateur socioculturel dans la gestion de la crise identitaire chez les jeunes

Achref Ennasri
The article explores the identity construction of young people in rural regions of Tunisia and questions the traditional model opposing cultural assimilation to academic success, highlighting the impact of cultural change on the strategies employed. It also advances the idea that the growing heterogeneity of sociocultural contexts is transforming the understanding of cultural reproduction by schools and youth institutions. Two repertoires are identified in disadvantaged areas: an imposed cultural heritage and sociocultural anomie. Furthermore, the text explores the experience of socio-cultural mediation within a youth institution. The method adopted is based on a mixed descriptive approach, combining collaborative research-action and practice narrative. This component highlights the importance of mediation in interactions, linking identities, cultures and interpersonal communication in various contexts.

Significations sociales du temps libre et loisirs passifs des séniors

Konan Jules Koffi, Emmanuel Gala Bi Tizie and Désiré Setondji
This article aims to understand the determinants of the choice of passive leisure activities by seniors from the Federation of Associations of Retired Civil Servants and State Agents of Côte d’Ivoire, despite mobility requirements for elderly people. This quantitative type of study, conducted in the thirteen communes of the district of Abidjan, was carried out by means of a directive interview, based on a questionnaire. In order to explain the link between the social meanings of free time and the behavioral dispositions of these people, use was made of Moscovici’s theory of social representations. The results indicate that the preference for non-essential activities stems from the mental image that members of this federation have of free time.

Interculturality and the humanism of diversity: didactic foundations for sustainable education

Abdelkader Ouhtit, Latifa Hammanou, Rachid Ouhtit, Rajae Zerhane and Rachid Janati-Idrissi
In an era marked by the intensification of human mobility, the issue of interculturality has gained renewed prominence in the field of education. Educational systems are now confronted with increasingly heterogeneous populations, characterized by diverse languages, cultural references, social trajectories, and relationships to knowledge. In this context, intercultural education cannot be reduced to the transmission of descriptive knowledge about “the other” or to a mere pedagogy of tolerance. Rather, it entails the construction of a worldview grounded in the recognition of diversity, critical reflexivity, and the co-construction of meaning within a shared ethical framework. The objective of this article is to demonstrate that interculturality constitutes less a specific field of instruction than a transversal framework of thought, capable of profoundly transforming the aims of education and pedagogical practices.

Quel modèle ludo-pédagogique pour les jeux sérieux dans les musées ?

Jean-Marie Lafortune, Julie Rose, Edith Potvin-Rosselet and Agnieszka Czubinski
This article describes from which purposes and methods serious games are mobilized in museums as well as the aspects on which any establishment must consider before designing and implementing them. It first conducts a literature review in order to better define what it means to play for learning (the game as a teaching and learning strategy, the principles of serious games) and above all the links between games, museums and technologies from the perspective of the visitor experience based on ten categories. It then lays the foundations of an edutainment model applied to museums in the context of informal or non-formal learning. Before concluding, guidelines are identified around cross-cutting issues related to technical, educational, and logistical aspects that should conduct the process.