Hors du social, de la culture et du monde, mais pas hors de soi ni de l’entre-soi : comment une relation pédagogique peut ne pas être citoyenne ?

Abstract

How to train interculturally for citizenship? The international convergence in the field of training in favor of interculturality, lively questions (Legardez & Simmonneaux, 2011), skills, reflexivity (Joly, 2022; Lucy, 2023), take place in the double panorama, broader, older and universal, of the articulation between citizenship (Schnapper, 2000) and social inequalities (Bourdieu & Passeron, 1970; Lahire, et al., 2019). Everywhere, citizenship is then perceived from the point of view of the systemic risk of ethnocentrism, the driving force of educational inequalities, which must be neutralized in order to develop real universal reflexive capacities on intercultural issues and, more broadly, on all issues of global relevance. Our empirical example is ideal-typical of the attitude in the development of future teachers as professional intellectuals, whose de facto ethnocentrism remains, in our opinion, the main obstacle to any interculturalism. The solution lies in the universal model of a distant relationship with this self (Schön, 1994), against an inter-personality that prevents any stepping out of oneself, synonymous with reflexivity, the main obstacle to real training, whose origin lies in their relationship with the educational institution, which favors a citizenship of self cut off from society, culture and the world.