Gold diggers, earth priests and district heads: Land rights and gold mining in Southwestern Burkina Faso

2006 ◽  
pp. 119-136
Keyword(s):  
2019 ◽  
Vol 11 (3) ◽  
pp. 616 ◽  
Author(s):  
Lala Ouedraogo ◽  
Patrick Mundler

This paper based on the institutional analysis and development framework (IAD) is to discuss the local governance and labor organizations on artisanal gold mining camps in Burkina Faso; a West African country that in recent years has been increasingly exploiting its gold reserves. Field data were collected from three sites in the villages of Diosso, Siguinoguin and Zincko in accordance with the purposive sampling. One major finding gleaned from the on-site research is that forms of governance vary along a continuum from flexible (enforced by a joint powers: artisanal miners’ union, customary authorities and landowners) to rigid (enforced by landowner). Another finding is that the type of relationship between indigenous communities and miners depend on the importance of the authocthony of the artisanal miners. Indeed, they are harmonious in Zincko, where miners originate from the village, whereas they are tense in Siguinoguin, which is populated by migrants. Eventually, this paper relies on the French school of proximity to enrich the definitions given to the attributes of the physical world and the attributes of the community highlighted by Ostrom’s theory as geographical proximity fails to detail forms of relational proximity that clearly structure the way governance is organized on the mining camps.


2020 ◽  
Vol 252 ◽  
pp. 119689 ◽  
Author(s):  
Astrid M. Knoblauch ◽  
Andrea Farnham ◽  
Joël Ouoba ◽  
Jessica Zanetti ◽  
Stefanie Müller ◽  
...  

1999 ◽  
Vol 5 (3) ◽  
pp. 1-26 ◽  
Author(s):  
Michael Kevane ◽  
Leslie C. Gray
Keyword(s):  

2021 ◽  
pp. 12-33
Author(s):  
Jean-Baptiste M. B. Sanfo ◽  
Keiichi Ogawa

Research shows that learning achievements inequalities exist between students from gold mining areas and those from non-gold mining ones. However, there is no evidence on factors that explain this "new" geographic educational inequality. Exploiting the gold mining boom in Burkina Faso, this study employed re-centered influence function decomposition to explore students' background and school factors which explain these learning achievements inequalities and also estimate the proportion of inequalities explained by unmeasured factors. Findings suggest that, relative to student background factors, most of the learning achievements inequalities between the two types of areas are explained by school factors. Moreover, unmeasured educational factors explain a non-negligible proportion of the inequalities, higher for students on the lower and upper tails of the learning achievements distribution. Suggestions for policymakers are discussed based on the findings of the present study.


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