Mohamed Embarki

Education provisions in support of allophone students in France: policies, achievements and challenges

Abstract Since 1970, French education authorities have put in place education provisions to address the education needs of the Elèves Nouvellement Arrivés en France (ENAF) [Students Newly Arrived in France]. They put in place a series of such and a range of policy frameworks (circulars and decrees) to legitimise the education provisions implemented in French schools. Despite considerable achievements, these were criticised for not adequately addressing the social and cultural needs of the allophone students. In 2012, the Unité Pédagogique pour les élevés Allophones Arrivants [Pedagogic Unit for newly arrived allophone students] – a centralised body – was created to streamline the multiple education provisions and introduce flexible classes in addition to the traditional ‘fixed’ education provisions offered to the allophone students. All these education provisions created since 1970 focus on providing French language to the allophone students so that they can transition into French mainstream education.

Education for Citizenship at School in France: Trajectory, Tensions and Contradictions

The path of education for citizenship at school in France has been long, complex and tumultuous. Following the French Revolution, control of the education system became a battleground between the Republicans and the clergy. Subsequently, the Republicans successfully secured control of the education system and introduced instruction civique at school in order to prepare the young French to fit Republican ideals. Education for citizenship took a significant turn when Jules Ferry made public education free, mandatory and laique (secular). Since then laicite (French secularism) has been the pillar of education and education for citizenship at school in France. However, the composition of French society changed significantly with the arrival of Muslims – mostly from former French colonies and protectorates – who feel alienated in their own county because of high unemployment, racism and discrimination. School became the place where they challenged and contested laicite over the issues of the headscarf and religious symbols, as well as the teaching of religion at school.