Introduction and framework

In an overview of public educational policies about gender equality in France (Collet, 2021) and in a comparative approach of France and Swiss (Couchot-Schiex & Collet, in press; Fassa, 2014; Fassa, Rolle, V., & Storari, C., 2014), step forward have been clear on legal requirements, while practical applications are less persuasive. In this communication, the context of cyberbullying at school will support the analysis of policies, illustrating principals and practical applications in the educational field. Though, cyberharassment offer up-to-date educative issues (Couchot-Schiex & Richard, 2021; Richard & Couchot-Schiex, 2020), as it put forward suitable situations to apprehend policies’ major scopes. Policies and actions are often analysed by confronting legal requirements and practical applications, instead, we will invert the analyse the other way round, in order to point out “ce qui se pense” [what is thought about] (Charlot, 1994). We will examine latest ministry of education’s actions seeking to struggle against cyberharassment highlighting the main underlying sense about gender and sexualities equality.

Theoretical framework will call in Nancy Fraser concept of social justice (Fraser, 2007, 2008; Keddie, 2012) applied to school issues, connecting social equality demands and social recognition demands, the latest inspired by Honneth ‘s concept (1992). Doing so we will highlight political dimensions, in particular on what ground are based local applications and actions, who are the social actors targeted by the struggling devices against cyberbullying declined and available in each school degree in France.

Materials have been collected on pedagogical computer platforms used for educational purpose in France and as much as possible, in Switzerland. They are successive gender-based violence prevention guidebooks, resources against sexist and sexual behaviours, even Informational notes from statistical departments of the Ministry about school climate and bullying issues including cyberbullying. Eventually, we collect the recent French documentation program against bullying at school [programme pHARe, 2021]. Thematic analysis constructions are proceeding from local (bottom) to principals (ups) marks.

Results are in progress with watchful eye to identify political directions about gender and sexual equality. We will also seek to identify empowerment at any level (individual or collective) and finally, the actors solicited by the successive programs of actions. Outcomes of the actions will express what the main directions of equality policies are. At what place is equality assigned, for which educative role? Who are granted people? Who are not? Are there any losers? What are the success and failures (Liebig, B. et al. 2014)? On these dimensions we will be vigilant to the consequences for intersectional life experiences at school.

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