| Título: | L’expérience sociale des institutions scolaires : construire son identité linguistique au fil de la transition à l’enseignement supérieur |
| Autores: | Magnan, Marie-Odile; Université de Montréal |
| Fecha: | 2013-05-09 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
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| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | RésuméPlutôt que d’emprunter la lecture classique que propose généralement la sociologie de l’éducation – celle de l’égalité des chances et des mécanismes de reproduction sociale –, cet article analyse la construction identitaire linguistique des jeunes adultes au fil de leurs parcours scolaires et de mobilité. Les résultats d’une recherche qualitative (N=33) permettent de constater que la transition à l’enseignement supérieur, de par les différents rapports d’altérité qu’elle engendre, module la construction identitaire des jeunes issus d’un milieu scolaire linguistique minoritaire au Canada. C’est par une approche microsociologique et constructiviste que nous croisons les parcours objectifs (transitions scolaires, de mobilité) et subjectifs (construction identitaire linguistique) des jeunes en analysant leur récit de vie de manière diachronique. Bien que certains chercheurs aient évoqué la thèse du déclin de l’institution scolaire (Dubet, 2002), l’analyse montre que l’expérience sociale de l’école laisse une empreinte sur les parcours de vie. Abstract Rather than using the classical view generally embraced by the field of sociology of education – that is equity in educational chances and mechanisms of social reproduction, this article analyses the construction of linguistic identity among young adults during their school and mobility pathways. The results obtained from this qualitative research (N=33) demonstrate that the transition to higher education influences the construction of linguistic identity of young adults who previously attended a minority linguistic school in Canada – and this is mainly due to the new relationships to otherness that the transition to higher education involves. Using a micro sociological and constructivist approach, the article draws a parallel between the objective pathways (school and mobility transitions) and the subjective pathways (construction of linguistic identity) of young adults by analysing their life story with a diachronic approach. Although some researchers have evoked the de- cline of the school institution (Dubet, 2002), this article reveals that the social experience of school leaves a mark on life pathways. |
| Idioma: | Francés |
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