{"id":36534,"date":"2024-06-10T08:00:00","date_gmt":"2024-06-10T07:00:00","guid":{"rendered":"https:\/\/swissmig.wordpress.com\/?p=36534"},"modified":"2024-06-10T08:00:00","modified_gmt":"2024-06-10T07:00:00","slug":"de-la-separation-a-lecole-inclusive-les-dessous-de-linclusion-pour-des-eleves-relevant-de-lasile","status":"publish","type":"post","link":"https:\/\/swissmig.unine.ch\/?p=36534","title":{"rendered":"De la s\u00e9paration \u00e0 l\u2019\u00e9cole inclusive : les dessous de l\u2019inclusion pour des \u00e9l\u00e8ves relevant de l\u2019asile"},"content":{"rendered":"

Author(s) : Genevi\u00e8ve Mottet<\/h3>\n

Source : https:\/\/doi.org\/10.3917\/nresi.098.0295<\/a><\/h3>\n

Abstract: <\/strong><\/p>\n

“\u00c0 partir d\u2019une recherche empirique partant d\u2019entretiens compr\u00e9hensifs et d\u2019observations ethnographiques effectu\u00e9s aupr\u00e8s d\u2019acteurs professionnels investis dans la scolarisation et le suivi d\u2019enfants vivant en contexte d\u2019asile (issus de familles r\u00e9fugi\u00e9es ou requ\u00e9rantes d\u2019asile) et scolaris\u00e9s \u00e0 l\u2019\u00e9cole primaire, nous analysons comment les acteurs appr\u00e9hendent et probl\u00e9matisent l\u2019int\u00e9gration socio-scolaire de cette cat\u00e9gorie d\u2019\u00e9l\u00e8ves au regard du paradigme de l\u2019\u00e9cole inclusive. Les propos mettent en \u00e9vidence deux domaines d\u2019orientation et de scolarisation o\u00f9 le mod\u00e8le inclusif c\u00f4toie un mod\u00e8le d\u2019action de type s\u00e9paratiste : l\u2019orientation vers le sp\u00e9cialis\u00e9 d\u2019une part, et d\u2019autre part, les modalit\u00e9s d\u2019accueil au sein de l\u2019enseignement r\u00e9gulier. L\u2019enjeu est ici de mettre en lumi\u00e8re certaines contradictions qui traversent l\u2019action p\u00e9dagogique au temps de l\u2019inclusion scolaire, o\u00f9 la normativit\u00e9 persiste, alt\u00e9rant le projet scolaire et soci\u00e9tal promu institutionnellement et o\u00f9 les professionnels sont amen\u00e9s \u00e0 n\u00e9gocier leurs pratiques au regard de ce paradigme.”<\/p>\n

Mots-cl\u00e9s<\/strong> : asile, classes d’accueil, classes sp\u00e9cialis\u00e9es, \u00e9l\u00e8ves, inclusion scolaire, pratiques professionnelles, s\u00e9paration<\/p>\n

\n

“Based on comprehensive interviews and ethnographic observations carried out with professional actors involved in the schooling and monitoring of children living in an asylum context (from refugee or asylum seeker families) and attending primary school, we analyze how the actors apprehend and problematize the socio-educational integration of these pupils regarding the paradigm of the inclusive school. The remarks highlight two areas of orientation and schooling where the inclusive model rubs shoulders with a separatist-type action model : orientation towards special education on the one hand, and on the other hand, the reception arrangements in regular education. The challenge here is to highlight certain contradictions that cross educational action at the time of inclusive education, where normativity persists, altering the school and societal project promoted institutionally and where professionals are led to negotiate their practices with regard to of this paradigm.”<\/p>\n

Keywords<\/strong>: asylum, professional practices, reception classes, school inclusion, separation, specialized classes, students<\/p>\n<\/div>\n<\/blockquote>\n","protected":false},"excerpt":{"rendered":"

Author(s) : Genevi\u00e8ve Mottet Source : https:\/\/doi.org\/10.3917\/nresi.098.0295 Abstract:<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[61],"tags":[291,7,50,318,77,78,634,52,90,117,91,290],"class_list":["post-36534","post","type-post","status-publish","format-standard","hentry","category-education","tag-291","tag-article","tag-asylum-seekers","tag-children","tag-education-policy","tag-educational-system","tag-ethnography","tag-french-language","tag-reception-policy","tag-school-integration","tag-social-integration","tag-students"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/posts\/36534","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=36534"}],"version-history":[{"count":0,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/posts\/36534\/revisions"}],"wp:attachment":[{"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=36534"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=36534"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=36534"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}