L’apprentissage de la citoyenneté sociale : une dimension négligée à l’école ? Une comparaison France/Québec

Abstract

Citizenship education has become a key issue in the French and Quebec education systems. However, the social dimension of citizenship seems to be neglected and a source of misunderstanding for those involved in education. Do the multicultural contexts of these two nations alone explain the different implementations of education for social citizenship? This article aims to answer this question by analyzing the conceptions of French and Quebec teachers regarding the implementation of social citizenship education.  It compares the issues related to this notion through the norms associated with citizenship and the concept of the system of social ties and attachments brought to light by Serge Paugam (2023). The study is based on a study of institutional documents and semi-structured interviews with teachers who deal with social citizenship in their subject areas (history-geography, moral and civic education, economics and management, history and citizenship, ethics and religious culture, financial education), both in general technical and vocational high schools in France and in secondary schools in Quebec.