Face à l’École : les oscillations de mères de familles populaires
Dans le contexte de l’éducation prioritaire, divers projets visent à « rapprocher » les parents de l’École. Ce sont essentiellement les mères qui, dans les établissements enquêtés au cours de ce travail ethnographique, se montrent présentes, répondant aux sollicitations des enseignants et assurant l...
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| Vydané v: | Recherches en éducation Ročník 38 |
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| Médium: | Journal Article |
| Jazyk: | English French |
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Nantes Université
01.11.2019
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| ISSN: | 1954-3077, 1954-3077 |
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| Abstract | Dans le contexte de l’éducation prioritaire, divers projets visent à « rapprocher » les parents de l’École. Ce sont essentiellement les mères qui, dans les établissements enquêtés au cours de ce travail ethnographique, se montrent présentes, répondant aux sollicitations des enseignants et assurant le suivi de leurs enfants. Cependant, un quotidien souvent chargé et des situations personnelles difficiles les tiennent parfois éloignées et peuvent constituer des obstacles à leur participation aux projets d’école et au suivi de la scolarité des enfants au domicile. Si la confiance en l’institution scolaire est une « donne de départ », des oscillations dans les relations que ces femmes entretiennent avec les équipes éducatives démontrent que leur implication masque parfois des tensions sourdes. Face au risque de la rencontre avec les enseignants, diverses tactiques sont déployées. Les difficultés scolaires, auxquelles succèdent parfois des tentatives de normalisation des modes d’éducation par les professionnels, génèrent en effet des remises en cause des pratiques éducatives familiales. Or, leur rôle maternel apparaît comme central et structurant sur le plan identitaire ; il relève d’une conception naturalisante du soin aux enfants dans ces familles. Les oscillations dans la relation et la minimisation des désaccords de ces mères se révèlent alors utiles à la préservation d’une forme d’équilibre dans la relation à l’institution, à même de protéger leur identité.
In poor areas, where public policies are implemented in the education field, many projects aim at bringing parents closer to schools. In the schools studied in this ethnographic study, mothers are usually the ones who respond to these requests, by participating in school events and helping with homeworks. However, their busy everyday life and often difficult personnal situations sometimes prevent them from fully participating in school events and helping their children. If they trust the school, as a given, we observe that silent waverings define the relationships between mothers and teachers : their involvement sometimes hides muted tensions. Meeting the teachers is indeed a risk and has an emotionnal cost, which precipitates the use of various tactics. The difficulties their children may face (for learning or behavior), sometimes provoke attemps from the school to normalize their maternal attitudes, which may call into question the way these mothers raise their children at home. Yet, their maternal role is central to their identity, stemming from a naturalized vision of childcare. Their waverings in the relationship and the minimization of the disagrements appear then as a usefull behavior, intended to preserve a sort of balance, in which they are able to preserve their identities as mothers. |
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| AbstractList | In poor areas, where public policies are implemented in the education field, many projects aim at bringing parents closer to schools. In the schools studied in this ethnographic study, mothers are usually the ones who respond to these requests, by participating in school events and helping with homeworks. However, their busy everyday life and often difficult personnal situations sometimes prevent them from fully participating in school events and helping their children. If they trust the school, as a given, we observe that silent waverings define the relationships between mothers and teachers : their involvement sometimes hides muted tensions. Meeting the teachers is indeed a risk and has an emotionnal cost, which precipitates the use of various tactics. The difficulties their children may face (for learning or behavior), sometimes provoke attemps from the school to normalize their maternal attitudes, which may call into question the way these mothers raise their children at home. Yet, their maternal role is central to their identity, stemming from a naturalized vision of childcare. Their waverings in the relationship and the minimization of the disagrements appear then as a usefull behavior, intended to preserve a sort of balance, in which they are able to preserve their identities as mothers. Dans le contexte de l’éducation prioritaire, divers projets visent à « rapprocher » les parents de l’École. Ce sont essentiellement les mères qui, dans les établissements enquêtés au cours de ce travail ethnographique, se montrent présentes, répondant aux sollicitations des enseignants et assurant le suivi de leurs enfants. Cependant, un quotidien souvent chargé et des situations personnelles difficiles les tiennent parfois éloignées et peuvent constituer des obstacles à leur participation aux projets d’école et au suivi de la scolarité des enfants au domicile. Si la confiance en l’institution scolaire est une « donne de départ », des oscillations dans les relations que ces femmes entretiennent avec les équipes éducatives démontrent que leur implication masque parfois des tensions sourdes. Face au risque de la rencontre avec les enseignants, diverses tactiques sont déployées. Les difficultés scolaires, auxquelles succèdent parfois des tentatives de normalisation des modes d’éducation par les professionnels, génèrent en effet des remises en cause des pratiques éducatives familiales. Or, leur rôle maternel apparaît comme central et structurant sur le plan identitaire ; il relève d’une conception naturalisante du soin aux enfants dans ces familles. Les oscillations dans la relation et la minimisation des désaccords de ces mères se révèlent alors utiles à la préservation d’une forme d’équilibre dans la relation à l’institution, à même de protéger leur identité. In poor areas, where public policies are implemented in the education field, many projects aim at bringing parents closer to schools. In the schools studied in this ethnographic study, mothers are usually the ones who respond to these requests, by participating in school events and helping with homeworks. However, their busy everyday life and often difficult personnal situations sometimes prevent them from fully participating in school events and helping their children. If they trust the school, as a given, we observe that silent waverings define the relationships between mothers and teachers : their involvement sometimes hides muted tensions. Meeting the teachers is indeed a risk and has an emotionnal cost, which precipitates the use of various tactics. The difficulties their children may face (for learning or behavior), sometimes provoke attemps from the school to normalize their maternal attitudes, which may call into question the way these mothers raise their children at home. Yet, their maternal role is central to their identity, stemming from a naturalized vision of childcare. Their waverings in the relationship and the minimization of the disagrements appear then as a usefull behavior, intended to preserve a sort of balance, in which they are able to preserve their identities as mothers. |
| Author | Riban, Chloé |
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