Co-construire une éducation à la citoyenneté en contexte interculturel

Abstract

This article presents ethnographic data from a survey of high school students in Provence-Alpes-Côte d’Azur. The Affirmatif project, the quantitative results of which are also presented in this issue, concerns the relationship of high school students to citizenship. This is a sensitive issue in classrooms and schools, sometimes causing difficulties for teachers and educational teams (Chauvigné & Fabre, 2021). Nevertheless, it has aroused the interest of schools, the support of teachers and the involvement of students. Can research, without giving in to scientific constraints, be integrated into schools and support teachers in tackling sensitive issues and proposing solutions? The participation of researchers in the field has allowed us to create ethnographic notebooks and to move towards a reciprocity of exchange (Bensa, 2008), opening up prospects for a new project based on participatory research practices (Bednarz, et al., 2015; Morissette, 2015; Roy, 2021). This aims to co-construct citizenship education in an intercultural context, in a territory characterized by diversity and strong social inequalities.