000			01904cam a2200241 4500500
005			20250121065315.0
041			_afre
042			_adc
100	1	0	_aAholou, Cyprien C. _eauthor
700	1	0	_a Coralli, Monica _eauthor
245	0	0	_aTeaching Sociology and the Production of Urban Space in Francophone Africa: A Remarkable Case Study
260			_c2010.
500			_a75
520			_aThis paper seeks to identify several factors that contributed to the creation of a multi-state school of architecture and urban studies in Lomé (Togo) and to consider the questions this structure raises today. The models that inspired the proposed content and pedagogy of the school derive from the French colonial past as French influence continues to be transmitted by various organisms, particularly within the field of education. A comparison between the Lomé school and French schools of architecture provides an initial basis for analysis of conditions pertaining to the construction of the city. As the training provided to future professionals by this school was set in urban contexts in permanent mutation, this placed inevitable limitations on the roles and actions expected of these professionals. Institutional arrangements became rapidly obsolete or went untried. The value attributed to sociology, which was introduced into French schools in the 1970s, thus remains weak in the Lomé school and the discipline is still not seen as offering tools of practical and cognitive relevance with regard to urban contexts in Africa.
690			_aafrican town
690			_aurban actors
690			_aLomé
690			_aurban sociology
690			_amodels
690			_aschools of architecture
786	0		_nEspaces et sociétés | o 142 | 3 | 2010-10-05 | p. 49-62 | 0014-0481
856	4	1	_uhttps://shs.cairn.info/journal-espaces-et-societes-2010-3-page-49?lang=en&redirect-ssocas=7080
999			_c477867 _d477867