2019
DOI: 10.1007/s10212-019-00442-8
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Talking about cultural diversity at school: dialogical tensions and obstacles to secondarisation

Abstract: In Switzerland, as elsewhere, issues dealing with cultural diversity raise major challenges in education. At present, little is known about how students make sense of these highly sensitive societal issues and relate them to their everyday experience. Drawing on a sociocultural and dialogical approach to learning, this study aimed at understanding how the students made sense of themes related to cultural diversity. More generally, it sought to examine whether secondarisation (i.e. a transformation of everyday … Show more

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Cited by 14 publications
(9 citation statements)
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References 26 publications
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“…Globalization and mobility are thus not addressed as an object of knowledge and shared reflection. A research in Switzerland suggests that teachers are not trained to address such issues with students as part of their standard curricula, and that in these conditions, interactions may become very difficult to handle (Grossen and Muller Mirza 2020;Muller Mirza 2016).…”
Section: School Practices: the Concerns Of Heterogeneity And Equalitymentioning
confidence: 99%
“…Globalization and mobility are thus not addressed as an object of knowledge and shared reflection. A research in Switzerland suggests that teachers are not trained to address such issues with students as part of their standard curricula, and that in these conditions, interactions may become very difficult to handle (Grossen and Muller Mirza 2020;Muller Mirza 2016).…”
Section: School Practices: the Concerns Of Heterogeneity And Equalitymentioning
confidence: 99%
“…Un objet étudié à l'école est en effet également un objet dont parlent les médias, se trouve discuté dans des situations familiales ou sociales, et les différents sens qui y sont construits peuvent être convoqués en classe. Le fait que les élèves et les enseignants mettent en lien, de manière plus ou moins voulue et explicite, des objets de connaissance discutés en classe et des situations quotidiennes peut être un support à l'élaboration de la pensée, mais cela peut aussi constituer un obstacle à la transformation des processus psychologiques (Grossen & Muller Mirza, 2019a).…”
Section: Le Rôle Des Interactions Sociales Et Des Dialoguesunclassified
“…Nous considérons en effet qu'un examen minutieux de séquences interactives permet de mettre en lumière les décalages entre, d'une part, les intentions des enseignant•e•s qui visent à développer une compréhension des phénomènes tels que la discrimination sociale ou les stéréotypes, et, d'autre part, l'activité telle qu'elle se réalise entre les interlocuteur•trice•s. Il permet également de suivre la façon dont les interactant•e•s convergent vers un processus de secondarisation ou au contraire de cristallisation et de « monologisation » (de Diesbach-Dolder, 2018 ;Grossen et Muller Mirza, 2020 ;Muller Mirza et al, 2014).…”
Section: Introductionunclassified