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Refonder la culture commune, un défi pour l'École républicaine : regards croisés entre les Preview this item
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Refonder la culture commune, un défi pour l'École républicaine : regards croisés entre les "politiques scolaires de la diversité culturelle" et les expériences de la citoyenneté à la fin de la scolarité obligatoire

Author: Francine Géorgie Nyambek Kanga - Mebenga Nnana; Claude Carpentier; Université de Picardie Jules Verne.
Publisher: [S.l.] : [s.n.], 2012.
Dissertation: Thèse de doctorat : Sciences de l'éducation : Amiens : 2012.
Edition/Format:   Thesis/dissertation : Thesis/dissertation : French
Summary:
Cette thèse analyse la refondation de la culture commune à l'aune du défi de l'ethnicité et de l'enjeu de l'éducation à une citoyenneté ouverte à l'altérité, dans un contexte sociohistorique complexe par des phénomènes migratoires, les expériences exclavagistes et colonisatrices. Un dialogue entre une approche sociohistorique des "politiques scolaires de la diversité culturelle", depuis les lois
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Genre/Form: Thèses et écrits académiques
Material Type: Thesis/dissertation
Document Type: Book
All Authors / Contributors: Francine Géorgie Nyambek Kanga - Mebenga Nnana; Claude Carpentier; Université de Picardie Jules Verne.
OCLC Number: 864370304
Description: 2 vol. (794 p.) : ill. ; 30cm.
Responsibility: Françine Géorgie Nyambek Kanga - Mebenga Nnana ; sous la direction de Claude Carpentier.

Abstract:

Cette thèse analyse la refondation de la culture commune à l'aune du défi de l'ethnicité et de l'enjeu de l'éducation à une citoyenneté ouverte à l'altérité, dans un contexte sociohistorique complexe par des phénomènes migratoires, les expériences exclavagistes et colonisatrices. Un dialogue entre une approche sociohistorique des "politiques scolaires de la diversité culturelle", depuis les lois scolaires Ferry (1881-1882) et une étude des expériences de la citoyenneté dans quatre établissements scolaires "sensibles" d'Amiens, auprès de 105 élèves permet de mettre en évidence la pluralité des facteurs concourant au déficit du principe politique de la citoyenneté, reflété par les processus d'ethnicisation qui y ont cours. Il permet également d'identifier les tensions, les résistances et le téléscopage d'enjeux contradictoires qui traversent les "politiques scolaires de la diversité culturelle", contribuant ainsi à brouiller les repères de la conception de l'appartenance commune.

This thesis analyzes the overhaul of the common culture in light of challenges of ethnicity and teaching a group of people with diverse cultural background, in a complex socio-historical context due to the migration challenge, slavery and colonial past. A dialogue between a socio-historical approach of "school policies of cultural diversity" since the school laws introduce by Jules Ferry (1881-1882) and a qualitative survey of the experiences of citizenship conducted in a 4 secondary schools located in "Education Priority Areas" in the city of Amiens, with a sample of 105 students allows to highlighting the multiplicity of factors contributing to the deficit of political principe of citizenship, that the reflection of the progress of ethnicization in those "Educational Priority Areas". It also helps to identify voltages, resistances and telescoping conflicting issues through the "school policies for cultural diversity", thus contributing to blur pins conception of belonging.

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