Forging a Common Sense of Belonging: Respecting the Diversity of Identities

Autor/in	Auduc, Jean-Louis
Titel	Forging a Common Sense of Belonging: Respecting the Diversity of Identities
Quelle	In: Prospects: Quarterly Review of Comparative Education, 36 (2006) 3, S.319-326 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-006-0014-3
Schlagwörter	Foreign Countries; Young Adults; Suburbs; Inclusive Schools; Cultural Pluralism; Educational Cooperation; Access to Education; Collegiality; Change Agents; Futures (of Society); Political Influences; Social Attitudes; Sociocultural Patterns; Social Change; France + Suchen Sie Ihr Suchwort? Ausland; Young adult; Junger Erwachsener; Einzugsbereich; Inclusive school; Integrative Schule; Kulturpluralismus; Education; cooperation; Kooperation; Access; Bildung; Zugang; Bildungszugang; Kollegialität; Future; Society; Zukunft; Political influence; Politischer Einfluss; Social attidude; Soziale Einstellung; Soziokulturelle Theorie; Sozialer Wandel; Frankreich
Abstract	Young people from the suburbs of the major cities of France rioted for several days in November 2005, damaging vehicles, companies and local infrastructure. This violence is a manifestation of the exasperation of young people from these suburbs against the discrimination they experience in terms of access to employment, to housing, due to the colour of their skin, origin, religion, even where they live. At a deeper level, this violence revealed their suicidal hopelessness in attacking their daily reality. Thus, in this article, the author states that building a common project for living together is therefore a challenge for society. It needs to be given the means to ensure the coexistence within the same area of individuals who do not have the same convictions, rather than placing them side by side in a mosaic of communities closed to the outside and mutually exclusive. It is a means of ensuring the coexistence of individuals who do not necessarily share the same point of view. The challenge facing the inclusive school is therefore not to oppose cultures and traditions, but to start from the principle that each culture contributes a part of the whole, to provide, without paternalistic of neo-colonialist attitudes, knowledge about history, the cultures of the countries of origin and the French national and European heritages in order to forge a common feeling of belonging that does not deny the diversity of identities. (Contains 5 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10