Communication Dans Un Congrès Année : 2025

Reversing school domination in France. Digging into the socialisation of countries of origin and migratory pathways to understand the atypical school success of allophone students

Résumé

Based on a sociology of migration, socialisation and education, this communication analyses how allophone students - in other words, children and adolescents migrants who have just arrived in France and do not speak French - manage to acculturate to the school norms legitimised in their host country. This ethnographic study of school environments consists of on-site observations, biographical interviews with migrants using innovative visual and oral tools, and semi-structured interviews with their parents and educational staff. By moving away from a homogenising view of these migrants as pupils with « special educational needs » who often have serious difficulties in the French school system, or even fail, our results show that these students are unequally predisposed when they arrive in France, in terms of their incorporated past in their country of origin, the complexity of their more or less damaged migratory journey and their living conditions (material, economic and cultural) in France. By focusing in particular on the life courses of Nasreen (Pakistan, 8 years), Naemi (Eritrea, 14 years) and Andrei (Russia, 16 years), whose academic achievements are considered atypical and unusual by their teachers, the aim will be to analyse their dispositions (to be, act and think) that were developed during their previous socialisation and survive migration, were shaped during their migratory journey and are activated, inhibited or transformed in their host country so that they can acculturate to school norms and be successful in their French schooling. The originality of this work lies both at methodological level, in using made-to-measure tools to probe the school socialisations of allophones, and at empirical level, in illustrating cases of atypical success among this groupe of students reduced to a stigmatising and subordinating label.

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Dates et versions

hal-05233866 , version 1 (01-09-2025)

Identifiants

  • HAL Id : hal-05233866 , version 1

Citer

Anthony Forestier. Reversing school domination in France. Digging into the socialisation of countries of origin and migratory pathways to understand the atypical school success of allophone students. 22nd IMISCOE Annual Conference, Institut Convergences Migrations; Campus Condorcet, Jul 2025, Paris, France. ⟨hal-05233866⟩
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