Media narratives about Fulani-terrorists

From Monday to Wednesday (7-10 January 2019)* a region referred to as the forest of Serma situated in South of Boni (Douentza) in Central Mali was the stage of a military action of the French part of the military forces in Mali, Barkhane. Amadou, who is an inhabitant of Serma, and reporting to one of us, states that there were around 50 vehicles with air support around his village/camp during these days. There were shootings from the planes and people were arrested in Fulani camps. For as far as Amadou understood this happened randomly. We still need to hear the number of victims of this assault. The French attacked an imagined Katiba Serma, who according to them were implicated in attacks in Burkina Faso. They arrested and killed around 20so called ‘jihadists’.

Katiba Serma: an invention?
Katiba Serma is not an existing entity. We read first about it in an article of RFI on 9 January 2019. The RFI journalist questions who are they? In the article she also makes the remark that there are no leaders of Katiba Serma, and that it is a mystical organization. The sources for this article are not made explicit, simply des sources sur place. The only ‘real’ source, Aurélien Tobie is presented in a short audio file (57 sécondes), where it is clear that the cuts are made in a way that we do not hear his whole story and that he is misinterpreted.**

This is bad and dangerous journalism. Aurélien worked in Mali during the first years of the conflict in Mali. He and us were in regular contact and discussed what was happening in Central Mali. We were aware of the overflow of the Touareg ‘problem’ to the centre of Mali. We described what happened in our blogs and discussed at Embassies, MINUSMA and European Union. What happened? And why do we not believe that Katiba Serma existed already in 2012, and neither after, as is told in the RFI article of 9 January?

Why do we feel the urge to denounce this type of journalism? It leads to the attacks on innocent people who have been asking to be heard over the past few years, but who have been ignored. Instead of being heard they have been stigmatized as jihadists and terrorists and have become real victims in an asymmetric conflict.

The danger to create
We should not make a same mistake as was being made when the existence of the organization of the Front de Libération du Maasina was declared. We dare to say that this organization never existed, but is a creation arising out of the interaction between international actors, jihadist actors in the North of Mali and finally dispersed groups of young rebels with weapons in the bush. They, finally, have become included in a network where the preaching of the so-called leader of MLF, Hamadou Koufa, circulated. The preaching became jihadist and increasingly contained a message of ‘Fulani-united’, a development that went parallel with the association of Koufa with the jihadist organizations in Northern Mali who were instrumentalizing these armed groups. Hamadou Koufa was killed by French forces on 26 November 2018. His death is contested.

fulani men and foto

Young Fulani men in Serma 2009 @ Mirjam

Yimbe ladde
In Serma a similar scenario is now taking place. Fulbe youth are gathered in cells in the bush (yimbe ladde), they bought weapons, motorbikes, and are determined to defend their people and their region. These Markaz are in different parts of the region: i.e. around Dialloube, Boulikessi, and indeed Serma. They may or may not sympathize with the ideas of Hamadou Kouffa. They are especially there because the absence of the state has created a situation of deep insecurity. Hence the population is organizing itself to secure the region. This is now also the case in the region Seeno-Bankass where the Fulani are organizing in self-defense groups to be able to counter attacks of the Dana Ambassagou (the hunters who are dedicated to God), which is also a self-defense group but now of multiple sedentary ethnic groups and have become associated with the Dogon. These Dogon militias have become a factor of insecurity for the Fulani and are, as some say, supported by the Malian government and army.

These Fulani groups ‘Yimbe Ladde’ or Markaz, are not organized in an umbrella organization. They have no central leaders. However they seem to share the conviction that they need to do something about the difficult situation in which they and their families find themselves. Moreover, it cannot be denied that their actions can be interpreted as criminal and anti-state.

Read more on Counter Voices in Africa

Author’s note: This blog is a reaction on the publication in RFI online news about the presumed existence of Katiba Serma. In this article we denounce journalism that is not based on facts, because it can have devastating effects on the ground in highly polarised situations.
Mirjam de Bruijn, Boukary Sangare, Han van Dijk

Journal d’une école africaine de demain: Claire Hazoumé

Janvier 2017. Je devenais l’administratrice d’une école primaire et maternelle privée, située à Cotonou. 2 rentrées, 46 collaborateurs, 500 élèves, un tympan en moins – le bruit d’une cour de récréation avoisine en décibels celui d’un réacteur d’avion au décollage -, 2 déménagements, quelques nuits blanches, et des milliards de “Tata Claire!” plus tard, je ne suis sûre que de quelques points.

L’école privée n’est pas l’ennemie de l’école publique. Elle est complémentaire. Elle est laboratoire d’idées et de pratiques, qui peuvent à terme bénéficier à tous. Des ponts sont à bâtir, des projets communs à monter. D’ailleurs, et bien que les programmes “français” ou “international” semblent être des arguments commerciaux de taille, notre objectif n’est pas de déserter le programme scolaire béninois, mais d’en proposer la meilleure version, d’y intégrer des pratiques pédagogiques innovantes, tout en amorçant une réflexion collective sur les points de réforme.

L’innovation pédagogique mais aussi organisationnelle est complexe, exigeante en ressources humaines, financières, matérielles et prend du temps

Nous avons dans nos écoles l’opportunité de construire les citoyens de demain, et donc de participer à la réalisation d’un projet de société ambitieux. Nous devons assumer cette responsabilité, nous saisir de ce défi. Ainsi, assurer la qualité – bien lire, écrire, compter – ne suffit plus, nous devons également nous soucier de la pertinence. Cela voudrait dire former à la fois :

  • aux compétences du 21e siècle (collaboration, créativité, communication, etc.);
  • aux transitions sociales, numériques, écologiques;
  • aux savoirs endogènes (langues locales, patrimoine matériel et immatériel…).

L’innovation pédagogique mais aussi organisationnelle est complexe, exigeante en ressources humaines, financières, matérielles et prend du temps. Parfois nous réussissons. Parfois nous apprenons. Souvent, nous ne dormons pas, occupés à tendre le fil entre réalités et vision… ou à corriger des copies.

En 2018, dans notre école, nous avons expérimenté. Les ateliers périscolaires (architecturepatrimoineénergies renouvelables, intelligence émotionnelle, développement durable & médias) nous ont permis d’explorer de nouveaux modules en collaboration avec des experts des différents domaines. Ils ont été l’occasion d’inclusion sociale, puisque systématiquement ouverts à des enfants moins favorisés que les nôtres. L’éducation numérique s’est élargie aux enseignants. Nous avons organisé avec nos partenaires du BloLab un hackathon pédagogique. Un projet de collecte et dons de vêtements a mobilisé enfants, parents et enseignants.

Mon équipe m’a touchée par sa modernité. Mes élèves par leur créativité. Leurs parents par leur générosité. En 2019, les chantiers sont nombreux. Difficiles. Passionnants. Maintenir l’excellence académique; individualiser l’apprentissage; réfléchir à la formation des enseignants aux compétences non traditionnelles; repenser les rythmes scolaires; intégrer aux cursus savoirs endogènes et compétences globales; trouver la bonne méthode de recouvrement des contributions; monter des projets avec/par/pour la communauté scolaire; toujours améliorer notre cadre de vie et d’enseignement; mieux prendre en charge nos élèves quand ils ne sont plus en classe mais toujours dans l’école; définir le modèle économique permettant de combiner qualité, pertinence et accessibilité; mieux communiquer avec les parents d’élèves; manger plus local et plus sain à la cantine; apprendre hors nos murs; animer un débat sur le projet de société que l’on désire, et fatalement le projet d’école qui nous y mène.

Originally published on WATHI