Teacher education in France under the Hollande government: Reconstructing and reinforcing the republic.

Abstract

Successive republican governments in France have constructed a complex educational context, which is rhetorically committed to a myth of provision of educational equality of opportunity (Baudelot 2009) whilst in practical terms is characterized by a system focused on the (re-)production of elites (Bourdieu and Passeron 1977). This article aims to consider the political drivers and levers that are transforming French teacher education during the current challenging economic, social and cultural context. It uses a relatively new methodological approach to the analysis of policy evolution and development by applying a critical analysis of discourse, which considers the ways in which teacher education policy is ‘reproduced and reworked’. This is achieved through the discourse analysis of a policy speech made in October 2013 by the then Minister of Education, Vincent Peillon, contextualized by comparisons with reforms enacted by the previous Sarkozy government (masterisation). The article, therefore, utilizes a systematic framework that allows analysis at the levels of contextualization and deconstruction of the text. The article highlights developments to date in the arguably unique approach of the Hollande government, driven by the relationship between the republican state and the education system in France. The article will also consider how reaction following the Charlie Hebdo attacks of January 2015 afforded opportunities to assert new validity for the teacher education policy espoused within Peillon’s speech