Les élèves de deuxième génération en Suisse : modes d’intégration scolaire et compétences acquises dans 13 systèmes éducatifs cantonaux

Felouzis, Georges; Charmillot, Samuel; Fouquet-Chauprade, Barbara

doi:10.1515/sjs-2016-0010

Cited by 12 publications

(12 citation statements)

References 10 publications

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“…Finally, Switzerland being a federal state composed of 26 cantons which are each in charge of their own educational policy, recent studies have highlighted inequalities among cantons due to the specificities of their respective schooling system and more particularly the role of the most segregating cantonal systems in producing inequalities between migrant and national children (Felouzis et al 2016;Charmillot 2013, 2017). Due to cantonal variations in educational policy and provision for migrant children, educational opportunities afforded to migrant children are affected by the lottery of geographic settlement.…”

Section: An Historical Overview Of Swiss Educational Research On Migrmentioning

confidence: 99%

Welcoming mobile children at school: institutional responses and new questions

et al. 2021

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Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisition of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories have become more diverse. A growing percentage of families arriving in the country have experienced repeated mobility and may not plan to settle in Switzerland for good. This paper examines institutional responses to the increasing number of mobile children in Swiss public schools, in particular, the manner in which such children are welcomed. It presents the main findings of an exploratory research project focused on children in repeated mobility, defined as having lived in multiple countries before their arrival in Switzerland, regardless of family background or legal status. Adopting a sociocultural psychological approach, the paper examines the macro-social level of cantonal educational policies regarding welcome processes, the meso-social level of local school policies, and the microsocial level of teachers’ practices and interactions in classrooms that welcome mobile children. Data include documentary analysis, interviews, and observations. Our analysis shows that a deficit view of mobile children and the preoccupation with language proficiency dominate policies and practices, resulting in the diversion of mobile children into special integration classes (so called “classes d’accueil” in the French speaking region, and “Integrationsklasse” in the Swiss German-speaking region). Mobility is conceptualized by Swiss policymakers, school directors, and teachers in terms of its challenges. In particular, school directors and teachers conceptualize mobility as increasing heterogeneity of the classroom. However, the situation varies greatly according to the personal orientations of school directors and teachers’ personal engagement. The paper emphasizes the ambiguous role of the integration classes: while they may impair the long-term chances of educational success by reducing academic expectations for non-native-speaking mobile children, they may also be used as “third spaces” which afford pedagogical freedom for dedicated teachers, potentially of benefit for children. The paper examines these propositions in the light of sociocultural educational literature and draws upon the case of welcoming mobile children to question a series of assumptions about the ultimate purposes of public schooling in Europe today.

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Section: An Historical Overview Of Swiss Educational Research On Migrmentioning

confidence: 99%

Welcoming mobile children at school: institutional responses and new questions

et al. 2021

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“…En Nouvelle-Zélande, les résultats des immigré•e•s de deuxième génération sont pires que ceux de la première génération; constat en partie expliqué par la répartition inégale des élèves immigré•e•s entre les écoles (Schnepf, 2007). En Suisse, d'après les données PISA, les cantons où la relégation des élèves de deuxième génération dans les filières les moins exigeantes est la plus marquée sont aussi ceux où les inégalités d'acquis par rapport aux natives et natifs sont les plus importantes (Felouzis, Charmillot, & Fouquet-Chauprade, 2016).…”

Section: Pisa Et Diversité Ethnoculturelleunclassified

Modèles nationaux d’intégration de migrant·e·s et résultats PISA: éléments pour un débat

Lauwerier

Akkari

2020

SJER

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Il existe un débat ancien entre les tenant·e·s d’une supériorité conceptuelle de l’éducation interculturelle par rapport à l’éducation multiculturelle, et celles et ceux qui considèrent qu’il n’existe pas de différences notables entre ces deux modèles de gestion de la diversité culturelle. Dans cet article, nous analysons dans un premier temps les arguments mobilisés dans le cadre de ce débat. Dans un deuxième temps, nous utiliserons les données de l’enquête PISA pour comparer les résultats des pays ayant adopté l’interculturalisme (France, Espagne, Suisse) avec des pays utilisant le multiculturalisme (Canada, États-Unis, Royaume-Uni). La comparaison portera sur les résultats des jeunes issus de la diversité (élèves immigrés de la première et de la deuxième génération). Cette comparaison permettra d’explorer les liens éventuels entre modèles d’intégration (interculturalisme ou multiculturalisme) et performances scolaires pour voir si un modèle fait effectivement la différence sur ces questions.

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“…Young foreigners are also more affected by dropping out of school than Swiss pupils (OFS, 2016). They perform less well in international tests such as PISA (OCDE, 2016), even when compared with students of Swiss origin from equivalent socioeconomic backgrounds (Felouzis, Charmillot, & Fouquet-Chauprade, 2016). At the end of compulsory education, they are considerably underrepresented at upper secondary level, and they often find it more difficult to enter the world of vocational education and training.…”

Section: Issuesmentioning

confidence: 99%

Training and Recruitment of Teachers with Immigrant Backgrounds: Contribution Toward Creating Social Justice in the Swiss Education System

Broyon

Radhouane

2020

Handbook on Promoting Social Justice in Education

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The issue of the training and recruitment of more teachers with migrant backgrounds has only recently been raised in Switzerland. In this regard, two main arguments are set forth favoring such an approach. Firstly, the teaching profession should better reflect the composition of society. Secondly, having more teachers with migrant background(s) may add value to the school system, facilitate communication with migrant parents, and represent positive examples of successful integration for students. Nowadays, reflecting this social structure has become increasingly important within the Swiss context given the extent of the culturally and linguistically heterogeneous composition of school classes. This

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Les élèves de deuxième génération en Suisse : modes d’intégration scolaire et compétences acquises dans 13 systèmes éducatifs cantonaux

Cited by 12 publications

References 10 publications

Welcoming mobile children at school: institutional responses and new questions

Welcoming mobile children at school: institutional responses and new questions

Modèles nationaux d’intégration de migrant·e·s et résultats PISA: éléments pour un débat

Training and Recruitment of Teachers with Immigrant Backgrounds: Contribution Toward Creating Social Justice in the Swiss Education System

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