Representations maitres-eleves d'origine asiatique, maghrebine et tsigane. Stereotypes, prejuges et assimilation
Institution:
Toulouse 2Disciplines:
Directors:
Abstract EN:
The integration of cultural minorities at school, sighting interculture, is based on a largest movement of the integration of differences, physical or socio-economical. School, place of socialization and personalization of the child, is most of the time, the first place strongly institutionalized where the shock of culture takes place in a privilege way. The phenomenon, althrough it is denied, is perhaps more evident between distant cultures than between national subculture or socio-economical classes are evoked. Assimilation as an ideological base of an institution destined to create a national and linguistic unity, still constituates today the answer of school to the problems created by the cultural heterogeneity of pupils. The representations of teachers considering pupils of asiatic, northafrican and tzigan origin are showing a hierarchy between those groups, according to their real or supposed attitudes in relation to the assimilation given by school. From those representations are participating stereotypes and prejudices that assimilation, as a process of categorization, is trying to justify by the organization of a network of institutionalized relations between teacher, family and pupil. The intercultural at school needs a training of teachers, capable to take them away from the assimilatory hold of the institution and to make them aware of our tendancy of assimilation-categorization through which one the child, bearer of socio-cultural differences is disappearing behind the pupil, supposed to be indifferenced, except on the level of age or of his own performances. We are considering this training all the more justified that the group of the first level teachers is under a deep transformation of the social origin of its members, according to the elevation of the access level to the professionphenomen reinforced by the high rate of feminization- and is setting down more deeply the analysis of school difficulties of the child, on the side of his cultural, ethnic or social class belonging.
Abstract FR:
L'integration des minorites culturelles a l'ecole, dans une visee interculturelle, s'inscrit dans le mouvement plus vaste d'integration des differences, qu'il s'agisse de differences physiques ou socio-economiques. L'ecole, lieu de socialisation et de personnalisation de l'enfant, est dans la plupart des cas, le premier lieu fortement institutionnalise ou s'exerce de facon privilegiee le choc des cultures. Le phenomene, bien que nie, est sans doute plus evident lorsqu'il s'agit de la rencontre de cultures distantes que lorsque l'on evoque les differences entre subcultures nationales ou de classes socio-economiques. L'assimilation comme fondement ideologique d'une institution destinee a creer une unite nationale et linguistique, constitue aujourd'hui encore la reponse de l'ecole aux problemes poses par l'heterogeneite culturelle de la population scolaire. Les representations des maitres a l'egard des eleves d'origine asiatique, maghrebine et tsigane, mettent en evidence une organisation hierarchisee de ces groupes suivant leurs attitudes reelles ou supposees, face a l'assimilation offerte par l'ecole. De ces representations, participent stereotypes et prejuges sociaux, que l'assimilation comme processus de categorisation tend a justifier, par l'organisation d'un reseau de relations institutionnalisees, entre le maitre, la famille et l'eleve. L'interculturel a l'ecole necessite une formation des maitres susceptible de les liberer de l'emprise assimilatrice de l'institution et de les sensibiliser a notre tendance a l'assimilation-categorisation par laquelle l'enfant porteur de differences socio-culturelles, disparait derriere l'eleve suppose indifferencie, sinon aux plans de l'age et de ses performances. Cette formation nous parait d'autant plus justifiee que le corps enseignant du premier degre subit une transformation profonde de l'origine sociale de ses membres, du fait de l'elevation du niveau d'acces a la profession -phenomene renforce par le taux eleve de feminisation- et pose de facon plus accrue, l'analyse des difficultes scolaires de l'enfant du point de vue de son appartenance culturelle, ethnique ou de classe sociale.