Confinati nell’Eden. L’esperienza dei genitori tahitiani durante la pandemia

Abstract

The functioning of many education systems around the world was disrupted during the Covid-19 crisis. Even the idyllic atolls of French Polynesia – although far from the main centers of contagion – have not been spared, so the school and families were induced to adapt and to find new strategies of collaboration. This paper is based on the study of 19 families living in Tahiti, and it analyse the discourses of Polynesian parents charged with new responsibilities associated with school support during the crisis. The results obtained reveal that attitudes linked with such new tasks are closely correlated with the socio-economic status, and that the educational style of parents, during confinement, favoured directive and empowering traits. Finally, the study shows that Polynesian parents maintained a conflicting relationship with pedagogical continuity, confirming an overall trend, observed in other postcolonial contexts.

Parenting in the South Seas. Educational Skills in Remote Archipelagos of French Polynesia

“…The homogenous nature of the sample (a rather rural population, ethnically homogeneous, belonging to the same autochthonous population, in a context of geographical isolation and remoteness) could explain the tendency to express a similar pattern of practices. The situation is slightly different in other South Seas archipelagos, especially where population ID variance is more significant (see, for indeed, the case of Tahiti in Cadousteau et al, 2021). The multivariate analysis of the external correlations shows that, for our sample, the only socio-economic variable influencing parents' behavior is their age (and only on the Strict/Liberal index): actually, parents aged 36 and older display a mainly moderately normative attitude, whereas extremely strict practices are found in younger parents.…”

“…More recently,Alì (2021) has been exploring educational ideologies among family and educators in the Marquesas Islands, using an ethnohistoric perspective and concluding that their conception of school and social success is nowadays shaped by global dynamics and labour market's needs (see also. Other researchers have been working on parenting in Polynesia during COVID-19 pandemic(Cadousteau et al, 2021).9 The notions of educative and educational style appear since the 1970s to summarize the way the educator educates(Leichter, 1973) and they have not to be confused with the more polemical notion of learning style (the way a student learns. For a synthesis of the debate, seeNorman, 2009).10 According toBandura (1997), the individual's belief in their capacity to execute a task and to achieve a goal (see alsoRodebaugh, 2006).…”

L’éducation aux marges en temps de pandémie

“…Dans la plupart des cas, il s agit de travaux de synthèse et comparaison commandités par des organisations internationales ou non gouvernementales (ONG), comme le rapport réalisé par Riina Vuorikari et ses collègues (2020) pour la Commission européenne.13. Parmi les quelques exceptions, on notera ici les enquêtes réalisées par les équipes de Vassilis Sideropulos (2021) et Femka Mbazzi (2021) qui ont décrit l impact des politiques publiques de réponse à la crise sur les familles des enfants avec des besoins éducatifs particuliers ou celles de JohannaHohenthal et Paola Minoia (2021), MoniccaBhuda (2021),Cadousteau et al (2021) et Elida Sánchez-Cruz et al (2021 qui ont étudié les familles natives et autochtones en connement.…”