Le modèle français d'intégration et les dynamiques interethniques dans deux écoles de ta banlieue parisienne

The crisis of the French model of integration, which is particularly visible in the schools of the urban periphery, characterised by an important proportion of immigrant pupils, leads to the development of adaptive practices among teachers. Adaptations concern the transmission of knowledge, but also discipline and teacher-pupil relationships. This article uses Basil Bernstein's theoretical work to interpret data from a qualitative study in two primary schools located in the Parisian periphery. It presents three teacher styles and analyses their impact on interethnic relations in the classroom.La crise du modèle d'intégration à la française, qui concerne de façon particulièrement aiguë les établissements scolaires de banlieue caractérisés par la présence importante d'enfants issus de l'immigration, donne lieu à des nouvelles pratiques d'adaptation de la part des enseignants, aussi bien dans les domaines de la transmission des connaissances et de la discipline que dans celui des relations maître-élève. En prenant appui sur les apports théoriques du sociologue anglais Basil Bernstein et sur les résultats d'une enquête qualitative dans deux écoles de la périphérie parisienne, cet article distingue trois styles enseignants et analyse leur impact sur les relations interethniques dans la classe.Roussier-Fusco Elena. Le modèle français d'intégration et les dynamiques interethniques dans deux écoles de ta banlieue parisienne. In: Revue française de pédagogie, volume 144, 2003. Dynamiques multiculturelles et politiques scolaires en Europe. pp. 29-37

L'école primaire à l'épreuve de l'ethnicité (des politiques éducatives aux pratiques dans la salle de classe)

Notre étude, qui concerne les manifestations de l ethnicité - définie comme l organisation sociale des différences culturelles - à l école primaire vise à comprendre comment s opère le passage des directives politiques et officielles qui touchent à l ethnicité à l univers plus informel de la classe et de la leçon. Nous nous sommes appuyées sur le modèle théorique des codes, dits sériel et intégré , du système éducatif du sociologue anglais Basil Bernstein (1924-2000). L'hypothèse principale qui sous-tend notre travail est que le système éducatif est poussé à évoluer en direction d un modèle intégré à cause de la présence de plus en plus importante d élèves issus de l immigration en échec scolaire. Nous postulons également que le souhait d intégration au système des élèves du niveau primaire diminue proportionnellement à l avancement dans les années d école puisqu à ce moment-là la culture enfantine commence à s opposer à la culture scolaire. Cette opposition est particulièrement visible pour ceux parmi les enfants issus des milieux populaires qui sont frustrés de ne pas réussir à se conformer à une culture scolaire qui reste essentiellement celle des classes moyennes. Mais elle l est encore plus chez les enfants issus de l immigration qui vivent, en parallèle à leur vie d écoliers, une construction problématique de leur identité ethnique. Notre étude nous mène à postuler que l adoption du modèle intégré au travers de dispositifs comme le travail en équipe, le projet d école, le conseil d élèves et l ouverture de l école aux familles est indispensable pour mieux accueillir un public hétérogène quant à son origine sociale et ethnique.The aim of my thesis is to study the way ethnicity (which i define as the social organisation of cultural difference) appears in primary schools. I tudied the difference between what is stated in policy documents and official instructions concerning ethnicity at school and what is actually done in the informal world of teaching and of the classroom. I my thesis i adopted the theoretical model of the Bitish sociologist B. Bernstein (1924-2000), for whom educational systems are modeled either on a collection code or on an integrated code . I show that the French education system seems to hesitate to adopt the integrated code when dealing with the educational needs of failing children of immigrated workers. In my thesis i am also concerned with the primary school pupils wish to be integrated in the school system and i show that this wish decreases as the years go by. This is typical of those working class children who become frustrated of not being able to conform to the school culture which still coincides with a middle class culture . This opposition to the school system seems stronger for children of immigrant workers who, beyond the frustration typical of working class children, experience a difficult construction of their ethnic identity. My study of some issues related with ethnicity at school suggests that the use of tools which relate to bernstein s integrated code (such as teachers team work in school, school projects, pupils councils and opening school to families) is essential for a better reception of pupils of immigrant workers.PARIS-Fondation Sci.Politiques (751072303) / SudocSudocFranceF

La violence dans les établissements scolaires britanniques : approches sociologiques

Peignard Emmanuel, Roussier-Fusco Elena, Henriot-Van Zanten Agnès. La violence dans les établissements scolaires britanniques : approches sociologiques. In: Revue française de pédagogie, volume 123, 1998. La violence à l'école : approches européennes. pp. 123-151

Education and intercultural narratives in multicultural classrooms

The volume provides a collection of papers dealing with intercultural education from a variety of perspectives. It focuses on two main aspects of intercultural communication. On the one hand, it discusses issues related to planning intercultural education as a way of integrating children in schools. On the other it highlights the intercultural and interlinguistic features of those communicative practices which characterise interaction in multicultural classrooms . Teaching language and culture, as well as creating the conditions for expressing different cultural identities and linguistic abilities, can be considered complementary and integrated tasks: their common ground is the interaction between teachers and students in which language is used as a medium for culture and culture shapes language. In communication processes inside schools, students’ participation can be considered very important for learning and creating identities. Consequently, teachers’ active contributions are not only relevant for teaching language and culture, but above all to create the conditions for students’ participation. In this perspective, this book provides three main contributions: (1) it shows some basic theoretical principles to study intercultural education (dialogic action, children’s active participation, effectiveness of intercultural adaptation), (2) it highlights some basic ethnocentric attitudes which seem to be consolidated in European schools and which constitute a relevant cultural problem for intercultural education, and (3) it provides some suggestions for effective intercultural education based on communication and mediation.The volume looks at intercultural education from an interdisciplinary perspective and the essays show approaches based on sociology, social pedagogy and linguistics. Interdisciplinary work here is intended as a joint effort to work together starting from different perspectives. In this sense the papers collected in this volume do not simply share a common theme (“intercultural education”), but they also involve a conscientious openness to confrontation and negotiation between the different theoretical approaches that are represented