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Master Thesis

Approche de la diversité mélanique : place et usages des figures noires à l'école

Abstract : Since the 1960s, the institutions of the Vth Republic have aimed for the integration of all individuals in our society. This is done in accordance with Republican usages, and therefore, the public discourses evacuate the question of the diversity of individuals, including the colour of their skin : melanin diversity. However, in order to educate the fight against racism and discriminations, colour shouldn't be a taboo. This led me to wonder about the place of the black question in schools : is it also erased in teaching discourses? The education of diversity, prescribed by the EU, plays an integral part in citizenship education, which is the priority of French schools. Some authors have shown, however, the reluctance of French teachers to focus on the subject (Esterle-Hedibel, M., 2006) and others regret the invisibility of iconic black figures in textbooks, but also the place given to persons of immigrant backgrounds (Lanier, V., 2012 ; Ndiaye, 2008 ; Nkonda, B., 2012). Specialists have sought to create educational materials for the education of diversity, including melanoma; due to there being a certain lack of these materials. My research tends to show that these approaches implement teachers to address the issue of melanin diversity in the classroom. To do this, fifty teachers from the Cher area responded to a written questionnaire, the results underline their position in relation to the education for diversity, the exploitation of resources referring to diversity education, and their use of black figures in class.
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Master Thesis
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Submitted on : Monday, January 13, 2014 - 5:11:27 PM
Last modification on : Tuesday, October 12, 2021 - 5:20:32 PM
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  • HAL Id : dumas-00929732, version 1

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Julie Pajon. Approche de la diversité mélanique : place et usages des figures noires à l'école. Education. 2013. ⟨dumas-00929732⟩

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