UN COLLÈGE FRANÇAIS À L’ÉPREUVE DE L’INCLUSION : UNE SITUATION D’ENTRE-DEUX SOURCE DE DILEMMES
Keywords:
educational inclusion, dilemma, liminality, trial, obstacle, FranceAbstract
L’école inclusive postule d’adapter l’éducation à la diversité des jeunes afin de réduire les processus d’exclusion de certains élèves, en favorisant la continuité éducative au sein des établissements scolaires. Cet article s’intéresse à un collège français qui a développé des modalités inclusives de scolarisation. Il s’appuie sur une méthodologie qualitative à la fois compréhensive et axée sur les points de vue des acteurs. Les concepts de liminalité et de dilemme permettent d’analyser des contradictions traversant le quotidien des profes- sionnels de l’établissement. Nous avons relevé trois types de dilemmes, vécus comme une épreuve révélatrice d’obstacles mais aussi source de réflexions sur l’inclusion. Cette recherche souligne au final la nécessité d’avancer localement par « petits pas » pour permettre à tous les acteurs de se mobiliser autour d’un projet d’éducation inclusive.
A FRENCH COLLEGE IN THE TRIAL OF INCLUSION: IN-BETWEEN SITUATION SOURCE OF DILEMMAS
Inclusive schooling requires that education be adapted to the di- versity of youth in order to reduce the processes of excluding certain students by promoting the continuity of education in mainstream schools. This article looks at a French college which developed inclusive schooling modalities. It is based on a qualitative methodology that is both comprehensive and centered on the confrontation of the actors’ points of view. The concepts of liminality and dilemma allow for the analysis of contradictions in the everyday life of the school staff. We raised three kinds of dilemmas that were experienced as trials and which revealed obstacles but were also source of reflections on inclusion. Finally, this research highlights the need of moving forward locally by “small steps” to enable all stakeholders to mobilize around an inclusive education project.
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