To Walk the Same Road: Convivial Possibilities and Ethical Affordances in Borderlands Schooling

Brendan O'Connor

doi:10.18357/anthropologica6422022365

Auteurs-es

Brendan O'Connor Arizona State University https://orcid.org/0000-0001-8422-3305

DOI :

https://doi.org/10.18357/anthropologica6422022365

Mots-clés :

convivialité, interaction, scolarité, education, moralité, éthique ordinaire, Latino, position, prise de position, discours

Résumé

Dans cet article, j’explore la manière dont les enseignants et les élèves de deux régions distinctes de la frontière des États-Unis et du Mexique, au sud de l’Arizona et du Texas, ont traité les différences sociales comme une affordance éthique (Keane 2014) ou une ressource pour prendre une position morale. Inspiré par les travaux de l’anthropologie de la moralité et les analyses ethnométodologiques du « choix moral responsable» (Heritage 1984, 76) dans l’interaction, j’examine comment la saillance de la différence sociale peut devenir un moyen imaginatif de sonder les expériences et les possibilités de vivre avec la différence. Alors que les axes de différenciation sociale sont devenus pertinents pour l’interaction en cours, les participants les ont utilisés pour définir leurs propres actions ou celles des autres comme moralement admirables, justifiables ou discutables. Parfois, ils le faisaient d’une façon qui excluait toute possibilité de convivialité ; à d’autres moments, leur activité éthique « ordinaire » (Das 2012) suggérait de nouvelles possibilités de traiter la différence sociale dans divers contextes. L’analyse témoigne de la nature « intérieurement rivale » de l’univers moral (Keane 2011, 173) – les différentes positions disponibles pour être adoptées, même par rapport aux mêmes personnes et aux mêmes objets d’évaluation – et souligne que la convivialité est mieux considérée non pas comme un état de fait durable, mais comme une réalisation interactionnelle provisoire et un site de lutte et de contradiction.

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