Différences culturelles, confrontations identitaires et universalisme: Questions autour de l'éducation interculturelle

Abstract

Intercultural education was introduced in the 1970's to take up the challenge of the growing plurality oj the school population and oj society. At first it crcd formidable paradoxes. Later reflection made it possible to identify them to define strong educational directions: rcultural education must aim to enrich vledge, to develop relational abilities and to asseert democratic values, article examines two major theoretical tions to which this desirable enrichment e school curriculum, is an answer. First of all, what is the nature oj the jsedly cultural plurality of French society? reality, under the pretence of culture, it is ly a Question oj identities; and under the preience oj plurality, it is a question oj accusations or demands oj otherness in relation with the supposed, origin, i.e. ethnicity. The pedagogical approach to "cultural" plurality should give pupils the means to pinpoint the identitary processes and especially the ethnic processes. The second question is that of how to conceive oj democratic universalism in an ethnicised environment. This implies re-examining the no tion of the "common culture" of society. On a no rmative level, what binds society together is mainly the law and the solidarity that is built up between its members, independently oj their affiliations and the cultural values they claim to jollow. That is id.eally where "common culture" lies: the customs of the majority are only part of this if they stand up to examination.. © Université de Picardie Jules Vernes.