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The Nation as an Ethnie Community.
A handful of basic principles and a specifie conception of the nation underlie recommendations of the 'Commission de la Nationalité'. This conception has its origins in Renan and Fustel de Coulanges who saw the nation as the resuit of the common will to live together on the basis of knowledge and adoption of an inherited past. 'German' thinking differs over the means of handling down this past : one view relies on voluntary acceptance and acquisition : the other on membership in an collective unconscious and biological or ethnic transmission. The 'Commission' holds that the ethnie heritage of a nation is available to everyone through the school System and active participation in community affairs.

In contemporary pluralistic societies, tolerance is today a crucial value and a cardinal virtue. Tolerance regarding choices of identity and choices of cultural belonging seems to call for a duty of tolerance toward identities and individual choices. Nevertheless some communities refuse to let their children confronted with divergent ways of living. This fact therefore raises the question of the limit for respect of pluralism at school. We'll demonstrate that the conflicts analysed in the paper could be solved by a "logic of compromise" rather than a "logic of consensus" and by an "institutionalization of disagreement" which can offer an effective expression to moral and reasonable conflicts.

This paper presents the Centre Mondial and its various projects in the field of education. Among the Centre's activities : computer literacy programs, development of educational software, dissemination of information concerning available software.
A learning research group is investigating the use of the computer as facilitator in the learning process and has developed a methodology for the evaluation of the use of computer in schools.

The seminar that the CID (Joint Services Defence College), ENA (Ecole Nationale d'Administration) & HEC (School for Advanced Business Studies) are going to hold jointly at the Ecole Militaire is intended to situate military & civil service decision-makers alongside industrialists, all with a shared strategic culture, with a view to the joint development of ways & means, in a study oriented to-wards action in France's interests.

A re-examination of two heavily covered 2008 legal battles -- the "virginity" & "burqa" affairs -- illustrates the capacity of the secular spirit to resist the religious spirit in France. These two affairs served as occasions for confirming & consolidating the republican consensus that had in 2004 been forged over the law prohibiting the wearing of religious symbols in public schools. This consensus places strict limits on the recognition of cultural & religious (especially Muslim) religious particularisms in the Republic. Some of its ambiguities, however, are worth unpacking -- in particular, the confusion between arguments drawn from republican law & those drawn from French culture. In contrast to this conservative republicanism, critical republicanism takes care not to posit that the institutions & norms specific to a particular community -- up to & including that of the French Republic -- are necessarily in keeping with republican principles. While it is absent from the Stasi Commission Report (France 2003), a similar line of reasoning can be found in the Bouchard-Taylor Report, which offers a republican justification for certain practices based on "reasonable compromises" (Quebec 2008). Adapted from the source document.

Seit 15 Jahren hat das sahrauische Volk in den Flüchtlingslagern ein Schulsystem entwickelt, das den gegenwärtigen Bedürfnissen der Lagerorganisation und den künftigen Anforderungen eines unabhängigen Staates entspricht. Zum besseren Verständnis des sahrauischen Erziehungssystems wird zunächst auf die besondere Situation in den Lagern und auf die Tradition der Erziehung eingegangen. Es wird dann die Schulorganisation (Kindergarten, Schulbesuch), die Lehrerausbildung und das pädagogische Material, das selbst erarbeitet und hergestellt wird, untersucht. Neue Fragen wirft die Erziehung der Bevölkerung auf, die seit kurzem das Nomadenleben wieder aufgenommen hat. (DÜI-Ott)

Résumé Paul Gilroy, dont le nom commence tout juste à être connu en France, est une célébrité dans le monde universitaire anglo-américain et l'une des grandes figures des études culturelles britanniques. Auteur de L'Atlantique noir (1993, publié en français en 2003), Against Race ou Between Camps (2000), et Postcolonial Melancholia (2004), il a marqué de sa présence les principaux débats de ces dernières années sur la culture, le racisme et l'antiracisme, et la condition postcoloniale. Il est actuellement professeur à la London School of Economics, après avoir enseigné pendant plusieurs années à Yale University. Lors d'un bref séjour à Paris au printemps 2007 à l'invitation de l'Institut des hautes études de l'Amérique latine – sa toute première rencontre avec ses lecteurs en France – il a accordé cet entretien à Mouvements .

Elite boarding-schools.
Ethnography of one kind of power transmission.

Having gone to a private boarding-school, or prep-school as they are known, in the United States has always been an excellent path to a job as a decision-maker. Although these institutions account for less than 1 % of all highschool enrollment, they turn out a disproportionately high number of outstanding figures in the world of business, politics and culture. Traditional and conservative, prepschools are a typically American institution ; part puritanical, part English, part Wall Street, they have no equivalent anywhere. They played an important role in forming and maintaining a dominant class in America because they accepted both East-Coast patricians and parvenus. The collective identity forged in these prep-schools thus lays the foundations of an aristocratic solidarity and consciousness. Between 1978 and 1983, the authors visited 55 such boarding schools throughout the US. They spent five days in each, attending classes, assemblies, chapel, games, cultural events, meetings of the disciplinary committee, and student and faculty parties and receptions. Hundreds of teachers — and students — were interviewed as well as principals (men and women), admissions program directors, university counselors, student-body representatives, dormitory prefects, psychologists and doctors.

The mayors' school : local councillors' associations.
Jean Petaux [49-63].
Associations of local councillors are essential to the apprencticeship, of the political craft. The French territorial context, which is broken up and superposed, has furthered the apparition of numerous groups of elected representatives that can be classified in three major categories : institutional, technician, and party-related. This formal dispersion paradoxically encourages the homogeneisation of the practices of councillors. In examining these mayors' schools, it is possible to observe the construction of an homogeneous and quasi-unidimensional rnayoral culture. Either «agora» or «market», the councillors' associations, through their role in training, promotion and information of their members (one in 1650 French is a mayor), do really participate to the elaboration of common, even identical, behaviours.