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L'histoire scolaire comme champ de bataille. La conflictualité de l'enseignement de l'histoire interrogée à partir des controverses sur l'histoire de l'esclavage en France et en Angleterre (décennie 2000)

Abstract : The statement is so often repeated that no one is likely to consider it with wonder: the history which is taught in schools is an object of controversies. Beyond all the oppositions that are allegedly linked to this situation, there is at least one thing which those who look at school history in such a way agree upon: it is a subject which matters and which is worth getting emotional and controversial about.There is at the heart of this thesis both a discomfort towards this taken-for-grantedness and a wonder at how fierce can public debates about the teaching of history sometimes be. The litterature dealing with school knowledges provides some keys to grasp such disagreement spirals, but not all of them. In particular, the processes through which what are called "sensitive issues" actually become so have been under-investigated compared to the specific class interactions they produce (which still is a very useful perspective). Drawing on studies that have been led in different academic sub-fields - didactics of history, curriculum sociology, memory studies, socioliogy of nationalism and controversies - the thesis aims at better understanding how teaching contents become polemical from one case study.This is the debates on the (re)introduction of the history of colonial slavery and the slave trade which took place in France and England during the 2000s. It is strikingly ununderstandable if we stick to an explanation involving the inherent sensibility of certain issues. Indeed, the history of slavery and the slave trade has been taught (or has been in the curriculum) for different periods throughout the 20th century in both countries and it has not always triggered scandals, far from it.Drawing on a discourse analysis of diverse pieces of material (archives, press and other kinds of publicly held discourses, semi-directive interviews), the thesis traces back the path of the controversies and, while doing so, explores the different ways in which the meaning that is given to school history may - or may not - be spoken.
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Submitted on : Tuesday, October 13, 2020 - 4:29:18 PM
Last modification on : Wednesday, October 14, 2020 - 3:29:32 AM

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Maylis Ferry. L'histoire scolaire comme champ de bataille. La conflictualité de l'enseignement de l'histoire interrogée à partir des controverses sur l'histoire de l'esclavage en France et en Angleterre (décennie 2000). Science politique. Université de Bordeaux, 2019. Français. ⟨NNT : 2019BORD0312⟩. ⟨tel-02965983⟩

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