Les temporalités de l’éducation internationale : Pratiques et technologies de l’accélération sociale

Matthieu Bolay; Jeanne Rey

doi:10.3138/anth.2017-0057

Authors

Matthieu Bolay ollaborateur scientifique, Unité de recherche Trajectoires professionnelles en enseignement, Haute École Pédagogique de Fribourg (HEP PH FR)
Jeanne Rey Ambizione Fellow (Fonds National Suisse de la recherche scientifique) et responsable de l’unité Unité de recherche Trajectoires professionnelles en enseignement, Haute École Pédagogique de Fribourg (HEP PH FR)

DOI:

https://doi.org/10.3138/anth.2017-0057

Keywords:

international education, autonomisation of learning, teaching work, positive discipline, blended learning, social acceleration, neoliberalism

Abstract

Schools are places where specific temporalities are enacted daily through teaching practices both inside and outside the classrooms. This paper, which draws on ethnographic research in more than fifteen international private schools in Switzerland, looks at the accelerated temporality that prevails in these schools. International private schools have been expanding massively in Switzerland since the 2000s. We suggest that international schools, which explicitly forge a link between the cosmopolitan condition and uncertainty as a context of learning, train students to be autonomous and to be able to cope with the exigencies of flexibility and mobility that characterize the model of the multinational corporation. In this context, the article argues that it is through the temporal dimension of teaching technologies in international schools that the initial social advantages of students are maintained and enhanced. The process of autonomisation that we describe take several forms – temporal and spatial – which constitute the two axes of the article: the first addresses the accelerated temporality in the space of the school, and the other looks at the effects of the spatial reordering of the school upon learning temporalities. Finally, we discuss the ambivalent position of teachers towards these temporal transformations, wavering between belief in their emancipatory potential and increasing precarity of employment conditions.

Downloads

Download data is not yet available.

References

Ball, Steven, J., 2012. Global Education Inc. New policy networks and the neo-liberal imaginary. Londres, Routledge.

Bauman, Zygmunt, 2013. La vie liquide. Paris, Pluriel.

Bear, Laura, 2014. « Doubt, conflict, mediation: the anthropology of modern time », Journal of the Royal Anthropological Institute, 20 (1) : 3–30. https://doi .org/10.1111/1467-9655.12091.

Beaverstock, Jonathan V., 2002. « Transnational Elite Communities in Global Cities: Connectivities, Flows and Networks ». In E. A. Mayr, M. Meurer et J. Vogt, (dir.), Stadt und Region: Dynamik von Lebenswelten, Tagungsbericht und wissenschaftliche Abhandlungen [« Ville et Région: Dynamique des mondes vécus, Rapport et actes du colloque »]. Deutscher Geographentag Leipzig, 29 septembre-5 octobre 2001, p. 87–97. Leipzig, Deutsche Gesellschaft für Geographie.

Bertron, Caroline, 2016. Les scolarités des fortunes internationales entre refuge et placement. Socio-histoire des pensionnats privés suisses. Thèse de doctorat, département de sociologie. Université de Lausanne et Université de Paris 1-Panthéon-Sorbonne.

Bogadi, Fabienne, 2012. « Demain l’école sera nomade et collaborative », Bilan, 3 mai. (Page consultée le 24 octobre 2018). http://www.bilan.ch/articles/entreprises/carrieres/demain-l%E2%80%99ecole-sera-nomade-et-collaborative.

Comaroff, John L., et Jean Comaroff, 2001. « Millennial Capitalism: First Thoughts on a Second coming ». In John L. Comaroff, et Jean Comaroff, (dir.), Millennial Capitalism and the Culture of Neoliberalism, p. 1–56. Durham, N.C, Duke University Press.

Darmon, Muriel, 2015. Classes préparatoires: La fabrique d’une jeunesse dominante. Paris, La Découverte.

Dillahunt, Tawanna, Zengguang Wang, et Stephanie D. Teasley, 2014. « Democratizing Higher Education: Exploring MOOC Use Among Those Who Cannot Afford a Formal Education », International Review of Research in Open and Distance Learning, 15 (5) : 177–196. https://doi .org/10.19173/irrodl.v15i5.1841.

Dugonjić, L. S., 2014a. Les IB Schools, une internationale élitiste : Émergence d’un espace mondial d’enseignement secondaire au XXe siècle. Thèse de Doctorat, section des sciences de l’éducation, Université de Genève.

———, 2014b. « A miniature League of Nations: Inquiry into the social origins of the International School, 1924–1930 », Paedagogica Historica, 50 (1–2) : 138–150. https://doi.org/10.1080/00309230.2013.877499.

Durler, Héloïse., 2015. L’autonomie obligatoire. Sociologie du gouvernement de soi à l’école. Rennes, Presses Universitaires de Rennes

Foucault, Michel, 1975. Surveiller et punir. Naissance de la prison. Paris, Gallimard.

———, 2004. Naissance de la biopolitique: Cours au collège de France (1978–1979). Paris, Gallimard.

Garsten, Christina, 2008. Workplace Vagabonds: Career and Community in Changing Worlds of Work. Basingstoke, Palgrave Macmillan.

Gersohn, Ilana, 2011. « Neoliberal Agency », Current Anthropology, 52 (4) : 537–555. https://doi.org/10.1086/660866.

Gyger Gaspoz, Deniz, 2013. Une jeunesse au souffle de la mobilité internationale répétée : Étude exploratoire et descriptive de l’impact de l’itinérance sur le développement à l’adolescence. Thèse de doctorat, Institut de psychologie et d’éducation. Université de Neuchâtel.

Hangartner, Judith et Carla Jana Svaton, 2013. « From Autonomy to Quality Management : NPM Impacts on School Governance in Switzerland », Journal of Educational Administration and History, 45 (4) : 354–369. https://doi.org/10.1080/00220620.2013.822352.

Hänsch, V., L Kroeker,. et S. Oldenburg, 2017. « Uncertain Future(s). Perceptions on Time between the Immediate and the Imagined », Tsantsa, 22: 4–17.

Hayden, M. C., et J. J. Thompson, J 2008. International Schools: Growth and Influence. Fundamentals of Educational Planning, 92. Paris, UNESCO, International Institut for Educational Planning. (Page consultée le 19 octobre 2018). http://unesdoc.unesco.org/images/0018/001803/180396e.pdf

International Baccalaureate Organization, 2012. « Blended learning : The right mix ». Communication présentée au IB Africa, Europe and Niddle East regional Conference : Cultures of learning. 4–7 octobre, Madrid.

Kaufmann, Vincent, Manfred Max Bergman, et Dominique Joye, 2004. « Motility: Mobility as Capital », International Journal of Urban and Regional Research, 28 (4) : 745–756. https://doi.org/10.1111/j.0309-1317.2004.00549.x.

Lahire, Bernard, 2001. « La construction de l’“autonomie”à l’école primaire : Entre savoirs et pouvoirs », Revue française de pédagogie, 135 (1) : 151–161. https://doi .org/10.3406/rfp.2001.2812.

Nelsen, Jane, Lynn Lott, H. Stephen Glenn, 2013. Positive Discipline in the Classroom : Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom. New York, Three Rivers Press.

Purkey, W.W. et D.B Stratham, 2002. Inviting Positive Classroom Discipline. Westerville, National Middle School Association.

Resnik, Julia, 2008. « The construction of the global worker through international education ». In J. Julia Resnik, The Production of Educational Knowledge in the Global Era, p. 147–157. Rotterdam, Sense Publishers.

Rosa, Hartmut, 2012. Aliénation et accélération : Vers une théorie critique de la modernité tardive. Paris, La découverte.

Rose, Nikolas, 1990. Governing the Soul: The Shaping of the Private Self. London, Routledge.

Sassen, Saskia, 2001 [1991]. The Global City: New York, London, Tokyo. Princeton, NJ, Princeton University Press.

Sklair, Leslie, 2002. « Democracy and the Transnational Capitalist Class », The Annals of the American Academy of Political and Social Science, 581 (1) : 144–157.

Tomlinson, Michael, 2013. Education, Work and Identity: Themes and Perspectives. New York, Bloomsbury Academic.

UNESCO, ÉCOLINT, et BIE, 2014. Principes directeurs sur l’apprentissage au 21e siècle. Genève, École internationale de Genève. (Page consultée le 24 octobre 2018). https://www.ecolint.ch/sites/default/files/guiding_principles_brochure_fr.pdf

Wagner, Anne-Catherine, 1998. Les nouvelles élites de la mondialisation: Une immigration dorée en France. Paris, Presses Universitaires de France.

Weenink, Don, 2008. « Cosmopolitanism as a Form of Capital: Parents Preparing their Children for a Globalizing World », Sociology, 42 (6) : 1089–1106. https://doi.org/10.1177/0038038508096935.