Publish at September 27 2023 Updated September 27 2023
Migration is not a new phenomenon. The first human beings were familiar with them, even if their intensity is increasing with the technological advances that interconnect the planet. These flows bring about many changes, as migrants travel with a socio-cultural baggage that resists the journey. One of the sectors called upon to reinvent itself is education. This reinvention is based on an individualized educational approach that takes into account the identity and uniqueness of the target population.
Mickaël Idrac is writing a Master's thesis on the subject of migrant education, entitled "L'éducation des migrants : une comparaison entre la prise en charge de l'école de la République et celle des structures non officielles".
Her research question examines how the education of migrants can be ensured in the context of 21st century population movements. To address this concern, the researcher divided his data-gathering field into three locations:
He then provided the representatives of these players with questionnaires to gain an overview of the actions of private and public institutions and associations concerning the education of migrants.
The analysis is divided into two parts:
This is the framework we propose to follow.
In this first line of analysis, the researcher identifies the various forms of migration. He distinguishes between economic migration, and migration linked to globalization and decolonization.
All these forms of migration have been known to France since the 19th century. That's why France's migrant population is so heterogeneous. Among others, there are Portuguese, sub-Saharan Africans and North Africans... Despite the strong presence of migrants, France is not always the place of permanent residence. Aware of this reality, the researcher establishes France's migratory status as a country of emigration, transit and immigration.
Speaking of the education of migrants in the camps, the researcher demonstrates that the constructivist approach used to impart the fundamentals, i.e. writing, reading and mathematics, has proved ineffective, as the migrants' cultural capital is not taken into account during teaching, given that educational standards in southern countries are often directive and non-constructivist. On top of this, the official language of the host country is a huge hindrance. In view of this, how can formal, non-formal and even associative school structures adapt to this new socio-cultural configuration?
The French educational model for migrants leads to two outcomes: either migrants are taken in hand by associative networks, or schooling is denied.
As far as the first option is concerned, CASNAV's action is noteworthy. This flexible, low-cost structure not only entrusts the child to specialized teachers who teach him or her French, but also puts him or her in touch with teachers from the UPEAA (Unité pour les élèves allophone arrivants), to ensure that the pupil's native culture is taken into account. This is just a transitional stage, designed to prepare the student to continue his or her schooling in the commune where he or she lives.
As for the second option, this is the responsibility of the mayor's office, which requires migrants to provide documents that they could not possibly have in their possession: proof of residence or an up-to-date vaccination record.
CASNAV de Seine-saint-Denis is not alone in its efforts. The ASET initiative, which is responsible for directing children towards the school of the Republic, is worth mentioning. This initiative was set up by the La Salle brothers to guarantee schooling for Traveller children. This is a mobile school.
In addition to these formal networks, there are also informal networks, i.e. initiatives set up with the help of migrants and volunteer teachers from the national school system in the shantytowns and camps of Calais. It was in this context that the Darfour School, the Catholic school on the Chemin des Dunes, was born...
The distinctive feature of all these initiatives is that they take into account the cultural capital of the migrant - in concrete terms, this means giving pupils the opportunity to talk about their countries, by performing traditional songs, for example. The aim is to promote the integration of migrants into French schools.
In order to guarantee the success of their intervention, these associations often cooperate and privilege a utilitarian education, emphasizing the teaching of mathematics and languages (French and English) as simple means of communication for the ELCD, with the aim of participating in their emancipation.
All in all, Mickaël Idrac's work shows that the education of migrants in France is strongly supported by formal and informal associative networks, which provide a utilitarian education, taking into account the children's cultural capital, to ensure their integration into the school of the Republic.
Reference
Idrac Mickaël, 2016, L'éducation des migrants : une comparaison entre la prise en charge de l'école de la République et celle des structures non officielles, Education, online
https://dumas.ccsd.cnrs.fr/dumas-01688478
You might also like:
Prison and vocational training [Thesis].
History, conditions and constraints of vocational training in prisons. An invitation to rethink the institutional relationships and didactic organization of prison training, "so that it can be more effective in terms of the reintegration mission [...] to which it contributes".
The challenges of integrating AI solutions in NPOs [Thesis].
IA solutions for non-profit organizations (NPOs) bring added value, but it's important to ensure that they are aligned with the organization's mission.
The virtual cybermuseum [Thesis].
Exploration of the conditions by which a cybermuseum falls under the figure of the museum and can be said to be virtual. "A properly museum-like figure of the cybermuseum is found in the use of landscape metaphors of large dataset visualization systems, reworked for the heritage field and other digital museum objects. Immersion in an environment that is both aesthetic and cognitive is achieved."
Territorial planning of "protected" sites, a response to sustainable tourism
Spatial planning is the answer to guaranteeing the reservation of "protected" sites
Integration and toxicity threshold of artificial intelligence
In education, given the effects of A.I. on our reasoning and learning abilities, integrating A.I. clearly calls for even greater caution, since we're dealing with young people who are still developing.
