Skip to Main content Skip to Navigation
Journal articles

L’école française face aux nouvelles figures de l’immigration : le cas d’enfants de migrants roms bulgares et de réfugiés syriens dans des territoires scolaires contrastés

Abstract : Based on an ethnographic study conducted in different localities in a French region, this article examines the adjustments made by schools in order to cope with the difficulties posed by the arrival of children from migrant populations as yet scarce in France. These include Bulgarian Roma families concentrated in precarious settlements in urban centers and isolated Syrian refugee families who have been ‘resettled’ in various rural communities which have volunteered to receive them. The comparison highlights the fact that multiplying special education provisions and resources dedicated to foreign language students does not necessarily lead to their inclusion, while the absence of such services is not in itself an obstacle to their integration at school, as long as various actors are mobilized around these children. Our assessment of reception conditions and of the impact of commonly held beliefs which distinguish economic migrants from refugees reveals that when support for these pupils becomes everyone’s business, their presence acquires a legitimacy which encourages educational innovation and widespread acceptance of their differences.
Complete list of metadata

https://halshs.archives-ouvertes.fr/halshs-01863892
Contributor : Karine Jenart Connect in order to contact the contributor
Submitted on : Wednesday, August 29, 2018 - 10:45:58 AM
Last modification on : Saturday, June 25, 2022 - 10:38:36 AM

Identifiers

Collections

Citation

Alexandra Clavé-Mercier, Claire Schiff. L’école française face aux nouvelles figures de l’immigration : le cas d’enfants de migrants roms bulgares et de réfugiés syriens dans des territoires scolaires contrastés. Raisons éducatives, De Boeck-Université, 2018, L’école face aux élèves migrants en statut précaire : déficits et ressorts de l’accompagnement, pp.193-222. ⟨10.3917/raised.022.0193⟩. ⟨halshs-01863892⟩

Share

Metrics

Record views

68