Démarches d’éducation interculturelle et citoyenneté inclusive en République d’Irlande : avancées et limites dans les programmes, écoles et centres de formation
DOI :
https://doi.org/10.51186/journals/ed.2024.14-1.e1411Mots-clés :
éducation à la citoyenneté, éducation interculturelle, formation des enseignant-es, République d’Irlande, société inclusiveRésumé
Devenue terre d’immigration à partir des années 1990, la République d’Irlande a cherché à développer une approche dite interculturelle dans le système scolaire, dans le but affiché de construire une école et une société inclusives. Cette approche, soutenue et portée par les organisations enseignantes, a pris diverses formes, parmi lesquelles une évolution significative de l’enseignement de l’histoire et de l’éducation à la citoyenneté, ainsi que la publication de directives sur l’éducation interculturelle en 2005/2006 : le présent article propose une analyse critique et contextualisée de ces nouvelles orientations. L’angle privilégié est celui d’une étude de politique éducative, fondée sur des analyses de contenu des différents programmes, directives et prises de position des principaux acteurs et actrices, en regard du contexte du système éducatif irlandais et d’études de terrain menées dans les écoles et dans certains centres universitaires de formation par des sociologues de l’éducation, eux-mêmes ou elles-mêmes le plus souvent impliqué-es dans la formation des futur-es enseignant-es au sein de ces centres. On peut parler d’évolutions relativement radicales dans le contexte irlandais, dans une perspective de transformation sociale, qui trouvent cependant leurs limites dans le fossé entre théories, discours et pratiques, des écoles aux instituts de formation.
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