La construction identitaire des élèves à l'épreuve de la différence à l'école
(2012)
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- (en) This dissertation shows how learners construct their self-identity inside multicultural school contexts. By ethnographying youthful sociability, it studies place and role of culturo-symbolic contents and frames of reference in the identification and differentiation processes at work amongst the social relations between learners. This research is articulated between three levels of analysis. The first level studies the organisation and regulation of the educational systems of both national contexts under study (Federation Wallonie-Bruxelles and South Africa). These two systems are both displayed to major transformations which change structurally stakes as equity and effectiveness. The school frame constitutes the second level of analysis in order to identify the impact of differentiated socialisation processes (e.g. the mission and the vision of the school) on the self-identity construction of learners. Finally, the third level, which is the heart of the thesis, focuses on the social relations between learners to study the development of their self-defining dynamics. Between the lines, this comparative perspective aims at highlighting, by the shift of look, sociologically comparable processes even if they are embodied in differentiated institutional contexts.
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Jacobs, A.-M. (2012). La construction identitaire des élèves à l’épreuve de la différence à l’école. https://hdl.handle.net/2078.5/81456