A Discussion with Cécile Dibe Sarr, Director of Studies at the Center for Pedagogical Training, Mbour, Senegal
With: Cécile Dibe Sarr Berkley Center Profile
July 20, 2015
Background: As
part of the Education and Social Justice Project, undergraduate student
Sabrina Khan interviewed Cécile Dibe Sarr, who serves as the director of studies
at the Center for Pedagogical Training (CFP) in Mbour. In this interview,
conducted in July 2015, Sarr discusses her role at the CFP and her views on
Catholic teaching.
Can you introduce
yourself?
I am Cécile Dibe Sarr, director of studies since October 2014 at the CFP in Mbour. I used to be a teacher until becoming the coordinator of the Functional Literacy Program of Parents of Catholic Teaching (Programme d’alphabétisation fonctionnelle des parents de l’enseignement catholique, PAFPEC) in the Kaolack diocese for 11 years. This program was financed by the International Office of Catholic Teaching (Office internationale de l’enseignement catholique, L’OIEC).
What do you like the most about your work?
Supervising young people and sharing my experiences with them. We exchange a lot concerning their families, their social relations, and especially their future careers.
Why are you interested in teaching?
I have always loved teaching, except when I was very young, when I wanted to be a nurse to help those who were suffering. I chose teaching to help develop the whole person and to help them become useful to society. Participating in the education of youth helps build your nation.
What is the importance of a Catholic education for little children?
Catholic education has two essential components: knowledge and the inculcation of values such as solidarity, charity, honesty, mutual aid, and respect for others. Most students who attend Catholic schools acquire these values, which I judge essential for humans.
What values do Catholic schools seek to inculcate in students?
The savoir vivre, the savoir faire, and the savoir être. Additionally, values like humility, charity, solidarity, and sharing.
What kinds of courses are offered at the CFP for those who want to teach?
We know that to teach, one must know a lot, even to teach only a little. The key subjects include: child psychology; the psychology of learning; sociology; mathematics; research; class management; general pedagogy; didactics of different subjects in French, such as spelling, conjugation, and grammar; geography; social sciences. There is also doctrinal teaching as well as practical learning—this year, we are working with painting. We also have the education of values, deontology, and scholarly legislation. All of these courses are mandatory.
Do you offer any coursework on interreligious dialogue within the educational system?
Muslim-Christian dialogue is a part of our everyday behavior because in our classrooms, there are always Muslims and Christians, but we respect others’ faith. Additionally, religious education is separate for the two groups. Muslim students do la morale and Christians do the catechesis.
Do you think there is a connection between Catholic values and promoting literacy in Senegal?
With programs led by Catholic NGOs, we have always advocated certain values connected to promoting knowledge: solidarity, collaboration, and honesty. However, there are challenges. From one village to another, or from one classroom to another, we can see from the men’s side that there is a certain resistance on the part of men, who are often haunted by a superiority complex. These men forget, at times, that every class is qual. It is rare to see fathers in literacy schools because they think that it is women’s work, and they believe that, when they work with women, they will lose their familial authority. So they refuse to participate.
I am Cécile Dibe Sarr, director of studies since October 2014 at the CFP in Mbour. I used to be a teacher until becoming the coordinator of the Functional Literacy Program of Parents of Catholic Teaching (Programme d’alphabétisation fonctionnelle des parents de l’enseignement catholique, PAFPEC) in the Kaolack diocese for 11 years. This program was financed by the International Office of Catholic Teaching (Office internationale de l’enseignement catholique, L’OIEC).
What do you like the most about your work?
Supervising young people and sharing my experiences with them. We exchange a lot concerning their families, their social relations, and especially their future careers.
Why are you interested in teaching?
I have always loved teaching, except when I was very young, when I wanted to be a nurse to help those who were suffering. I chose teaching to help develop the whole person and to help them become useful to society. Participating in the education of youth helps build your nation.
What is the importance of a Catholic education for little children?
Catholic education has two essential components: knowledge and the inculcation of values such as solidarity, charity, honesty, mutual aid, and respect for others. Most students who attend Catholic schools acquire these values, which I judge essential for humans.
What values do Catholic schools seek to inculcate in students?
The savoir vivre, the savoir faire, and the savoir être. Additionally, values like humility, charity, solidarity, and sharing.
What kinds of courses are offered at the CFP for those who want to teach?
We know that to teach, one must know a lot, even to teach only a little. The key subjects include: child psychology; the psychology of learning; sociology; mathematics; research; class management; general pedagogy; didactics of different subjects in French, such as spelling, conjugation, and grammar; geography; social sciences. There is also doctrinal teaching as well as practical learning—this year, we are working with painting. We also have the education of values, deontology, and scholarly legislation. All of these courses are mandatory.
Do you offer any coursework on interreligious dialogue within the educational system?
Muslim-Christian dialogue is a part of our everyday behavior because in our classrooms, there are always Muslims and Christians, but we respect others’ faith. Additionally, religious education is separate for the two groups. Muslim students do la morale and Christians do the catechesis.
Do you think there is a connection between Catholic values and promoting literacy in Senegal?
With programs led by Catholic NGOs, we have always advocated certain values connected to promoting knowledge: solidarity, collaboration, and honesty. However, there are challenges. From one village to another, or from one classroom to another, we can see from the men’s side that there is a certain resistance on the part of men, who are often haunted by a superiority complex. These men forget, at times, that every class is qual. It is rare to see fathers in literacy schools because they think that it is women’s work, and they believe that, when they work with women, they will lose their familial authority. So they refuse to participate.
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