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This article examines the integration of a « conscience verte » (ecological sense) among primary level students who received two different types of schooling :-bilingual and uniligual. Ten of those interviewed were from a unilingual school whose curriculum dates to the time of colonization, whereas ten other students went to a bilingual school where knowledge, savoir-faire, and indigenous languages are part of the scholarly

Conscience verte et éducation au Burkina Faso « Nous abandonnons cela en soulevant les seaux »