Culture et diversité dans la formation du corps enseignant : une réflexion anthropologique et pédagogique

Abstract

This article explores teacher training for cultural diversity from an anthropological and pedagogical perspective. It is set against the backdrop of a globalized society where cultural interactions and identity tensions are omnipresent, and where intercultural approaches are struggling to take root in concrete educational practices. Through an autoethnographic approach, the article highlights the importance of overcoming fixed conceptions of culture to transform the professional posture of the teaching profession. The analysis is based on two main axes: a critique of universalist and static conceptions of culture, illustrated by founding anthropological theories, and an exploration of relational and critical approaches centered on the fluidity of identities and social interactions. The aim is to encourage teachers to adopt a reflective and critical stance, promoting an open and dynamic Weltanschauung (worldview). This approach proposes a transformative intercultural education that recognizes and transcends diversity to meet the complex challenges of contemporary societies.