Quand les chercheurs en formation des enseignants altérisent : justice sociale et « l’élève migrant » dans un projet UE-Finlande
DOI :
https://doi.org/10.26443/mje/rsem.v60i1.10313Mots-clés :
Altérisation académique, le « migrant », néolibéralisme, Finlande, projets de l’UERésumé
Cet article examine le positionnement de « l’élève migrant » dans le cadre d’un projet UE-Finlande visant à préparer les enseignants à une « éducation des migrants » socialement juste. Le projet étant produit dans et pour une institution supranationale économico-politiquement néolibérale, les auteurs cherchent à examiner les contradictions potentielles entre les cadres de la justice sociale et du néolibéralisme dans les documents produits lors du projet. Les résultats montrent que l’élève migrant est altérisé, désavantagé et problématique. Les implications de cette altérisation sont donc abordées, avec des recommandations pour un traitement éthique de l’autre dans la recherche et l’éducation, tout en exhortant les institutions de financement et les chercheurs individuels à reconnaître et à traiter l’altérisation académique dans les pays nordiques et au-delà.
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