Suchergebnisse

International audience ; The French colonial empire was essentially formed in the nineteenth century, for the most part in Africa, Asia and the West Indies. Composed of territories and populations with diverse statuses, subjected to colonial political and economic development projects, the empire was, until the 1960s, an important topic in education. The space formerly devoted to the empire in curricula and textbooks testifies to its importance, as does the effort displayed in them to keep abreast of colonial affairs, hewing fairly closely to the current situation at the time. Until the beginning of the wars of independence, the history of the empire (involving conquest, exploitation, relations between the empire and metropolitan France) was the focus of a narrative that served the aims of a national cohesion that was battered and bruised by political and social divides, the various revolutions of the nineteenth century being just one expression of these divisions. A different 'us' was being created, combining ideas of national and imperial grandeur. Education seemed to be a way to forge a common awareness of 'us', and this concept, however heterogeneous and non-egalitarian, displaced the other – the potential enemy to be dominated – outside of mainland France. Which Kind of School Narrative for the Colonial Empire? The colonial empire has played various roles for France, with economic and political ones being the most often emphasised. However, beginning in the last decades of the nineteenth century, the empire also served as an antidote to the fear of decadence and division haunting the French, who dreaded a return to the ancien régime's 'unconstituted aggregate of disunited peoples' (Mirabeau), or to post-revolutionary divisions. The colonial project had federated otherwise antagonistic forces. According to the view long held by the majority, the empire was advantageous to both concerned parties. On the one hand, it benefited metropolitan France; on the other, progress in the fields of economy and education brought technical rationality, that is, the enlightenment that would likely liberate colonised peoples from the 'obscurity' of 'archaic beliefs' and from poverty. The invention of the empire entailed a reorganisation of arguments and imaginaries around a new geographic and symbolic space of reference. Education accompanied this project, feeding on the process and feeding it in return by enrolling a number of generations in it. This can be seen as an updated reinterpretation of schools' mission on the French mainland: the peasant children of Indochina, Africa and the Maghreb replaced those of Brittany, Savoy and Auvergne, as well as the proletariat of industrialised cities. To educate them, to

International audience ; The French colonial empire was essentially formed in the nineteenth century, for the most part in Africa, Asia and the West Indies. Composed of territories and populations with diverse statuses, subjected to colonial political and economic development projects, the empire was, until the 1960s, an important topic in education. The space formerly devoted to the empire in curricula and textbooks testifies to its importance, as does the effort displayed in them to keep abreast of colonial affairs, hewing fairly closely to the current situation at the time. Until the beginning of the wars of independence, the history of the empire (involving conquest, exploitation, relations between the empire and metropolitan France) was the focus of a narrative that served the aims of a national cohesion that was battered and bruised by political and social divides, the various revolutions of the nineteenth century being just one expression of these divisions. A different 'us' was being created, combining ideas of national and imperial grandeur. Education seemed to be a way to forge a common awareness of 'us', and this concept, however heterogeneous and non-egalitarian, displaced the other – the potential enemy to be dominated – outside of mainland France. Which Kind of School Narrative for the Colonial Empire? The colonial empire has played various roles for France, with economic and political ones being the most often emphasised. However, beginning in the last decades of the nineteenth century, the empire also served as an antidote to the fear of decadence and division haunting the French, who dreaded a return to the ancien régime's 'unconstituted aggregate of disunited peoples' (Mirabeau), or to post-revolutionary divisions. The colonial project had federated otherwise antagonistic forces. According to the view long held by the majority, the empire was advantageous to both concerned parties. On the one hand, it benefited metropolitan France; on the other, progress in the fields of economy and education ...

International audience ; The French colonial empire was essentially formed in the nineteenth century, for the most part in Africa, Asia and the West Indies. Composed of territories and populations with diverse statuses, subjected to colonial political and economic development projects, the empire was, until the 1960s, an important topic in education. The space formerly devoted to the empire in curricula and textbooks testifies to its importance, as does the effort displayed in them to keep abreast of colonial affairs, hewing fairly closely to the current situation at the time. Until the beginning of the wars of independence, the history of the empire (involving conquest, exploitation, relations between the empire and metropolitan France) was the focus of a narrative that served the aims of a national cohesion that was battered and bruised by political and social divides, the various revolutions of the nineteenth century being just one expression of these divisions. A different 'us' was being created, combining ideas of national and imperial grandeur. Education seemed to be a way to forge a common awareness of 'us', and this concept, however heterogeneous and non-egalitarian, displaced the other – the potential enemy to be dominated – outside of mainland France. Which Kind of School Narrative for the Colonial Empire? The colonial empire has played various roles for France, with economic and political ones being the most often emphasised. However, beginning in the last decades of the nineteenth century, the empire also served as an antidote to the fear of decadence and division haunting the French, who dreaded a return to the ancien régime's 'unconstituted aggregate of disunited peoples' (Mirabeau), or to post-revolutionary divisions. The colonial project had federated otherwise antagonistic forces. According to the view long held by the majority, the empire was advantageous to both concerned parties. On the one hand, it benefited metropolitan France; on the other, progress in the fields of economy and education brought technical rationality, that is, the enlightenment that would likely liberate colonised peoples from the 'obscurity' of 'archaic beliefs' and from poverty. The invention of the empire entailed a reorganisation of arguments and imaginaries around a new geographic and symbolic space of reference. Education accompanied this project, feeding on the process and feeding it in return by enrolling a number of generations in it. This can be seen as an updated reinterpretation of schools' mission on the French mainland: the peasant children of Indochina, Africa and the Maghreb replaced those of Brittany, Savoy and Auvergne, as well as the proletariat of industrialised cities. To educate them, to

International audience ; The French colonial empire was essentially formed in the nineteenth century, for the most part in Africa, Asia and the West Indies. Composed of territories and populations with diverse statuses, subjected to colonial political and economic development projects, the empire was, until the 1960s, an important topic in education. The space formerly devoted to the empire in curricula and textbooks testifies to its importance, as does the effort displayed in them to keep abreast of colonial affairs, hewing fairly closely to the current situation at the time. Until the beginning of the wars of independence, the history of the empire (involving conquest, exploitation, relations between the empire and metropolitan France) was the focus of a narrative that served the aims of a national cohesion that was battered and bruised by political and social divides, the various revolutions of the nineteenth century being just one expression of these divisions. A different 'us' was being created, combining ideas of national and imperial grandeur. Education seemed to be a way to forge a common awareness of 'us', and this concept, however heterogeneous and non-egalitarian, displaced the other – the potential enemy to be dominated – outside of mainland France. Which Kind of School Narrative for the Colonial Empire? The colonial empire has played various roles for France, with economic and political ones being the most often emphasised. However, beginning in the last decades of the nineteenth century, the empire also served as an antidote to the fear of decadence and division haunting the French, who dreaded a return to the ancien régime's 'unconstituted aggregate of disunited peoples' (Mirabeau), or to post-revolutionary divisions. The colonial project had federated otherwise antagonistic forces. According to the view long held by the majority, the empire was advantageous to both concerned parties. On the one hand, it benefited metropolitan France; on the other, progress in the fields of economy and education brought technical rationality, that is, the enlightenment that would likely liberate colonised peoples from the 'obscurity' of 'archaic beliefs' and from poverty. The invention of the empire entailed a reorganisation of arguments and imaginaries around a new geographic and symbolic space of reference. Education accompanied this project, feeding on the process and feeding it in return by enrolling a number of generations in it. This can be seen as an updated reinterpretation of schools' mission on the French mainland: the peasant children of Indochina, Africa and the Maghreb replaced those of Brittany, Savoy and Auvergne, as well as the proletariat of industrialised cities. To educate them, to

Résumé Les enseignants se plaignent de ne plus pouvoir faire leur travail « comme il faut ». L'intéressement des élèves toujours à reconstruire, l'arbitrage délicat entre des tâches diversifiées, et le sens même du travail, sont les principales difficultés sources d'une souffrance au travail « ordinaire ». La porosité accrue entre sphère professionnelle et personnelle, ressource pour l'activité, entraîne un sentiment d'usure. Dans un contexte de dérégulation et de concurrence renforcée, une définition défaillante de nouvelles règles du métier ajoute aux difficultés.

This data management plan was created using the OPIDoR (Optimiser le partage et l'interopérabilié des données de la recherche/ Tools and services to support french research data mangement). It describes all data collected and created as part of the postdoctoral research for the project "Circulation of knowledge: between sciences, policies, and practices in education (CIVOIR)" under the scientific direction of Professor Françoise Lantheaume and with the participation of German Fernandez Vavrik, University Lumiere Lyon 2, France. The data produced in this survey was collected through a mechanism specifically created for this project: the cooperative laboratory - CoopLa.

L'article cherche à caractériser les parcours professionnels des enseignants du premier degré, notamment du point de vue des évolutions identitaires vécues. L'hypothèse d'un processus dynamique, entre permanence et reconfigurations, est envisagée car les jalons institutionnels ne semblent pas établir entièrement « l'identité enseignante ». L'analyse de récits de vie professionnelle, recueillis auprès de professeurs des écoles en milieu de carrière, pointe une nécessaire prise en compte des dimensions biographique (parcours personnel, motivations et représentations par rapport au métier, éléments des sphères familiales) et située (environnement de travail des différents postes occupés, effets croisés des politiques nationales et locales d'éducation), pour mieux saisir la complexité du métier et les logiques d'engagement dans le travail.

International audience ; Depuis les années 1980, les liens entre histoire et mémoire sont régulièrement interrogés lors de débats tant scientifiques que publics ou politiques. Si le sujet passionne la France - les polémiques relatives aux « lois mémorielles », au passé colonial ou à « l'identité nationale »en témoignent -, il est encore peu étudié à l'aune de l'espace méditerranéen. Force est de constater une multiplication des revendications et des conflits dont les enjeux sont l'affirmation ou la redéfinition des identités - enjeux indissociables d'un véritable « travail de mémoire », c'est-à-dire un travail de dévoilement d'un « passé qui ne passe pas » (le génocide arménien, la purification ethnique en Palestine ou en Bosnie, la colonisation…). L'instrumentalisation du passé à des fins politiques n'est pas une spécificité méditerranéenne, mais elle a pris dans cet espace aux identités fragilesune coloration particulièrement vive. Ainsi, des Balkans au Proche-Orient en passant par le Maghreb, la confrontation entre les différentes échelles de mémoire - étatique ou collective, officielle ou marginalisée - concourt à exacerber les antagonismes. Cet ouvrage qui rassemble des contributions d'anthropologues, d'historiens, de géographes, d'archéologues et de politologues interroge les mécanismes de fabrication de ces héritages qui divisent ou rapprochent les hommes au sein d'un même espace.