英和和英

名詞

animatrice (複数形 animatrices)

1. A woman who is trained to teach skills and lead activities for her peers.
   • 1977, David A. Mitchnik, Improving Ways of Skill Acquisition of Women for Rural Employment in Some African Countries, “Training of animatrices and village leaders”, pages 26–27:

     Much has been done in recent years to teach occupational skills to animatrices that will be useful to girls and mothers in rural areas.

   • 1977, Joyce Jett, The Role of Traditional Midwives in the Modern Health Sector in West and Central Africa, page 63:

     Included activities such as collective farming, mills and donkey carts; literacy, village maternities, child care, health education, weaving, constructing latrines and water filters, sewing, civics, training of animatrices and TBAs plus other activities.

   • 1980, African Women in Development, page iii:

     The specific functions of each animatrice are delineated in the projects in the report. The regional animatrice, charged with overseeing the activities of the village and family animatrices, would be responsible to a team of project supervisors. This team, composed of researchers, engineers, development assistance managers, educational planners, and a representative from the funding agency, would plan, follow-up, and evaluate the project components in cooperation with the regional animatrice.

   • 1981, Ellen Taylor, “III: The Role of Paraprofessionals in the Equal Access Project”, in Women Paraprofessionals in Upper Volta’s Rural Development, page 13:

     The Equal Access Project inaugurated the concept of selecting and training village women as paraprofessionals (animatrices かつ midwives) as a means for basing skills in the community, transmitting information, and organizing activities at the local level.

   • 1983, Stanford-Berkeley Joint Center for African Studies Annual Conference, page 8:

     In the second case, continuing training and "sensibilisation" by PLAN instructors and animatrices is indispensable; otherwise the formation of committees and the selection of village paraprofessionals would be meaningless.

   • 1983, Wout van den Bor, editor, The Art of Beginning: First Experiences and Problems of Western Expatriates in Developing Countries with Special Emphasis on Rural Development and Rural Education, Pudoc, →ISBN, page 123:

     My job description required that I ‘co-ordinate the women’s work in the centres’ and ‘supervise the animatrices working there’.

   • 1985, Winifred Weekes-Vagliani, The Integration of Women in Development Projects, page 36:

     In the meantime an assistant animatrice started that part of the women's component which emphazised^[sic] their family roles.

   • 1985, Zubeida M. Ahmad; Martha F. Loutfi, Women Workers in Rural Development: A Programme of the ILO, →ISBN, page 33:

     While the situation of women in Senegal is certainly quite different a similar approach has been fruitful, namely, supporting an evaluation of existing projects for women by a local team (Savané, 1982) and then assisting some women on a pilot basis to improve their productivity and strengthen their organisational base, with the assistance of animatrices provided by the Government.

   • 1994, Katherine A. Dettwyler, “12. Dancing Skeletons”, in Dancing Skeletons: Life and Death in West Africa, Waveland Press, →ISBN, page 141:

     Each village, with the help of the CARE animatrice assigned to it, had formed a Village Health Committee, a group of influential men and women who would continue the education and community action programs after CARE was gone. Over the course of a year, the village would be weaned from the technical advice and motivating presence of the animatrice. She would visit once every two weeks, then once a month, then once every three months. Finally, the village would be declared independent, and the animatrice would be assigned a “virgin village” and begin the process anew.

   • 1995, Choices: The Human Development Magazine, page 25, column 2:

     But when the animatrices came to the mission to ask for help, Cole says he had to tell them to work out their disagreements among themselves.

   • 1996, Valerie Stetson, Popular Education for Breastfeeding in Haiti, pages 105, 122:

     Intensive health and nutrition education is delivered by animatrices to women belonging to the women’s clubs using a curriculum called RICHES² developed by the NGO, CARE. […] Apparently, one animatrice threatened her younger sister with public humiliation if she did not exclusively breastfeed for three months.

   • 1999, Gretchen G. Berggren; Warren L. Berggren; Erve Bottex; Barton R. Burkhalter; Robert S. Northrup, “II. Scaling Up the Grassroots”, “Chapter 7. Evaluation of the Hearth Program in Haiti: Mothers Help Scale Up a Nutrition Program”, in Thomas J. Marchione, editor, Scaling Up, Scaling Down: Overcoming Malnutrition in Developing Countries, →ISBN, “The Hearth Program at HAS”, pages 124, 125:

     The HAS Hearth program uses three types of health workers: community development and health agents (Agents Communautaires), nutrition educators (monitrices) and volunteer mothers (animatrices). […] They work in pairs to train and then supervise the animatrices during the implementation of the foyers and subsequent follow-up activities. The animatrices are the front line volunteer workers in direct contact with the mothers of malnourished children. Typically there are 10 to 20 per community. Thus, the 200,000 people in the HAS service area, living in roughly 150 communities and neighborhoods averaging about 1300 persons each, are served by 60 full-time paid Agents Communautaires, 14 full-time paid monitrices, and a total of about 1900 volunteer animatrices. / Once the monitrices are trained, the Agents Communautaires recruit animatrices from communites scheduled to receive Hearth. Each animatrice selects tend to be congenial, willing and vivacious.

関連する語

• animateur
• animatrix