Conference:
ECER 2006
Format:
Symposium
Session Information
Contribution
Description: This contribution examines policy mediation and adaptation in a context where religious, ethnic and other cultural identities are not officially recognised in the public sphere but relegated to the private sphere. Indeed, French educational policy is firmly rooted within a rigidly secular republican‚ ideological framework which relies on a colour-blind approach to promote equality. This paper draws on data from a comparative project based on interviews with parents in multicultural metropolitan settings. 53 interviews were conducted in Paris and 26 in London in 2004-5, using the same open-ended schedule. While the project focussed on parental values and attitudes regarding education and school choice, this paper deals more specifically with the perception of religious diversity in an educational context. The findings from the interviews are then contrasted to official rhetoric as approached through government documentation. The range of discourse available to parents appears to be constrained by cultural, political and educational traditions and values. However, far from endorsing official rhetoric wholesale, many parents question, adapt and mediate secular ideals, raising the issue of the relevance and durability of the French model of integration.
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