Culture-Blind? Parental Discourse on Religion, Ethnicity and Secularism in the French Educational Context

Raveaud, Maroussia

doi:10.2304/eerj.2008.7.1.74

Cited by 23 publications

(9 citation statements)

References 19 publications

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“…2 This automatically marginalizes children of immigrants and contributes to how symbolic boundaries are translated into social boundaries around French identity and citizenship. It is, therefore, no accident that controversies over wearing the hijab, or Islamic headscarf, are often situated in schools because it is framed as contrary to French national identity and French schools are Republican institutions (Fernando 2014;Judge 2004;Raveaud 2008).…”

Section: Overview Of Chaptersmentioning

confidence: 99%

Citizen Outsider: Children of North African Immigrants in France

Beaman¹

2017

116

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Section: Overview Of Chaptersmentioning

confidence: 99%

Citizen Outsider: Children of North African Immigrants in France

Beaman¹

2017

116

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“…The choice of France and England was motivated by the fact that the two countries face similar issues in relation to diversity, integration and identities in schools, yet are underpinned by contrasting approaches to difference in school (Raveaud, 2008).…”

Section: The Researchmentioning

confidence: 99%

“…The data presented in this paper are drawn from a cross-national ethnographic study, which explored the experiences and identity narratives of 10- and 11-year-old immigrant-background children in two primary schools, one in France and one in England. The choice of France and England was motivated by the fact that the two countries face similar issues in relation to diversity, integration and identities in schools, yet are underpinned by contrasting approaches to difference (Raveaud, 2008).…”

Section: Imagination Diversity and Citizenshipmentioning

confidence: 99%

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Re-imagining Otherness: An exploration of the global imaginaries of children from immigrant backgrounds in primary schools in France and England

Welply

2015

European Educational Research Journal

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This article examines the role of global representations in immigrant-background children’s social imaginaries in primary schools in France and England. Increased globalisation, mobility and migration hold strong implications in terms of identity and belonging for children from immigrant backgrounds in schools in European countries, based on traditionally monocultural educational systems. However, most studies of immigrant children’s identities are restricted to national frameworks which overlook the role of the global in children’s experiences and representations. Based on a cross-national ethnographic study, which investigated the identity narratives of 10- and 11-year-old immigrant-background children in two primary schools, one in France and one in England, this article investigates the way in which these global imaginaries participate in children’s identity narratives, through a re-negotiation of fixed national imaginary frameworks. Building on central concepts from the work of Paul Ricoeur on social imaginary and ideology and utopia, this article argues that immigrant-background children’s global imaginary, in both cases, held a utopian function, allowing children to transcend lines of national, ethnic or linguistic differentiation created around the construction of Otherness in school. This utopian function, however, was defined differently in the French and English schools.

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“…Indeed, French educators tend to express a strong critique of separate or multicultural educational services, such as those in other European countries (cf. Raveaud, 2008).…”

Section: History Of French-language Policymentioning

confidence: 99%

Appropriating Written French: Literacy Practices in a Parisian Elementary Classroom

Rockwell

2012

Reading Research Quarterly

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In this article, I examine French language instruction in an elementary classroom serving primarily children of Afro‐French immigrants in Paris. I show that a prevalent French language ideology privileges written over oral expression and associates full mastery of written French with rational thought and full inclusion in the French polity. This ideology has over two centuries generated particular means for regimenting standard language forms through classroom instruction, inculcating enduring orthographic and grammatical forms, and socializing literary works as models of correct French prose. My field research employed ethnographic principles and data collection techniques including participant ethnographic observation in multiple school and community settings during six months of 2005–2006, with a follow‐up study in 2010. Data for this article are taken from ethnographic interviews, field notes, writing samples and audiotaped language classes of a fifth grade class, as well as relevant contextual documentation. Although ethnographic observation confirmed the cultural reproduction of the historically constructed distinction between written and oral French, closer examination of typical classroom sequences in which work with texts was embedded in verbal interaction revealed the shifting and permeable boundaries that existed among varieties of oral and written French language, as the normative structures were enacted but also continually negotiated, ignored or contested by both teacher and children. By regarding “scriptal‐schooled” French as a “regime of language” (Kroskrity, 2000), the interweaving of oral and written language performances and their contradictory and contested nature is examined as “dialectically related linguistic practices” (Collins & Blot, , p. 165). By focusing on the multiple appropriations (R. Chartier, ) of literacy occurring in the classroom, which tend to blur boundaries between oral and written language, my findings help recast prevailing explanations that assume that reflexive mastery of written French requires severing links with an oral‐practical relation to language.

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Culture-Blind? Parental Discourse on Religion, Ethnicity and Secularism in the French Educational Context

Cited by 23 publications

References 19 publications

Citizen Outsider: Children of North African Immigrants in France

Citizen Outsider: Children of North African Immigrants in France

Re-imagining Otherness: An exploration of the global imaginaries of children from immigrant backgrounds in primary schools in France and England

Appropriating Written French: Literacy Practices in a Parisian Elementary Classroom

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