An impossible public problem or the paradox of activist resistance: Unwillingly depoliticizing immigrants’ schooling in France

For most European countries, religious freedom is part of secularism principles to manage separation between public and private sphere. The right of citizens to believe and practice of religious faith, however, is not always synonymous with recognition from the state. In several countries, constitution guarantees religious freedom, but in some cases in European countries government has not yet been formally recognized the existence of Islam. In this context recognition is defined as recognition of organizations that represent religious community. The issue of representation is indeed very crucial, because this concerns distribution of public finances. Recognition of religious-based organizations means the state’s willingness to subsidize religious activities. The presence of migrants have made the issue of religious freedom is becoming more widespread in recent years. As the bulk of the migrants, Muslims are the most important subject in this issue. Prohibition of the use of religious symbols, including headscarves for Muslim women in public schools in France, has raised a number of questions about how far freedom of religion which based on secularism is practiced. Furthermore, questions about the meaning of secularism was critically raised back into the European public sphere. In fact, secularism is a political discourse that interpreted by various European countries. According to the observers, such diversity in the meaning of secularism is resulted come from the influence of dominant religious culture and political development of the nation-states project which is also different in each European country. On the other hand, different interpretation of secularism is also linked with political dynamics of migration of European countries. Muslims in Europe as immigrant become the targeted group of integration policy. The problem of integration is not just include politics in public life, but also in the cultural area of private life. In this context, debate on multiculturalism emerged as a reaction to the assimilationist view which want to merge cultural boundaries of migrants to European community. Questions about how far the state should interfere in the cultural life, including those of religious practices, migrants, in this case the Muslim immigrants, is an important issue as a focus in this paper. Keywords: secularism, Muslim, immigrants, Identity, Europe

Background Early diagnosis of ADHD is often recommended, but it is unknown how age at diagnosis predicts educational outcomes. We investigated how age at diagnosis is associated with school performance, educational enrollment, completed degrees, and school dropout. Methods We used national registry data on 579,459 individuals born in Finland between 1990-1999 and identified ADHD from records of healthcare visits and medication purchases. We used linear regression models to examine how age at diagnosis (6-20) was associated with grade point average (GPA) (4-10, fail-excellent) at the end of compulsory basic education (age around 16) and logistic models to predict probabilities of completed upper secondary degrees (vocational or general), enrollment in upper secondary (vocational or general) or tertiary education, and school dropout at age 20 by age at diagnosis. Results Compared to non-diagnosed peers, ADHD diagnosis at any age was associated with poorer school performance, choosing vocational instead of general upper secondary education, less tertiary studies and more school dropout. If a diagnosis was received during compulsory basic education, younger age at diagnosis predicted higher GPA (7.2 to 6.6), higher probability to complete a general upper secondary degree (20.8% to 6.8%) by age 20, and lower probability of school dropout (14.6% to 29.2%) at age 20. However, after age 16, older age at diagnosis predicted higher GPA, more degrees in general upper secondary education, and more enrollment in tertiary education. Conclusions Late ADHD diagnosis during compulsory basic education may lead to lower school performance, constrain educational track choices, and increase the probability of school dropout. The results support the recommendations of a diagnosis during the first school years, while those who receive a diagnosis towards the end of compulsory education have a particularly high rate of school dropout and could benefit from targeted support. Key messages • An earlier ADHD diagnosis predicted better school performance, more academic track choices, and less school dropout than a diagnosis towards the end of compulsory basic education. • The results support recommendations of an early diagnosis. Those who are diagnosed in adolescence may need targeted support to continue in their studies after compulsory education.

Book Review European States and Their Muslim Citizens: The Impact Of Institutions on Perceptions and Boundaries

This article examines the role of global representations in immigrant-background children’s social imaginaries in primary schools in France and England. Increased globalisation, mobility and migration hold strong implications in terms of identity and belonging for children from immigrant backgrounds in schools in European countries, based on traditionally monocultural educational systems. However, most studies of immigrant children’s identities are restricted to national frameworks which overlook the role of the global in children’s experiences and representations. Based on a cross-national ethnographic study, which investigated the identity narratives of 10- and 11-year-old immigrant-background children in two primary schools, one in France and one in England, this article investigates the way in which these global imaginaries participate in children’s identity narratives, through a re-negotiation of fixed national imaginary frameworks. Building on central concepts from the work of Paul Ricoeur on social imaginary and ideology and utopia, this article argues that immigrant-background children’s global imaginary, in both cases, held a utopian function, allowing children to transcend lines of national, ethnic or linguistic differentiation created around the construction of Otherness in school. This utopian function, however, was defined differently in the French and English schools.

Until 1958, education in France was divided into two categories: on the one hand there was primary education, which was not limited to the elementary classes, but which educated students until the end of the compulsory schooling, that is to say until age 14. After the compulsory schooling, the students having completed the elementary education could receive a professional education in specialized schools; there existed on the other hand, a secondary education which went from the elementary classes until the general baccalaureate.

Toward a Non-Stoical Cosmopolitanism

The main purpose of this study is to analyse the applications in Turkey and in European Union countries about compulsory education and the duration of compulsory education by comparing them. These topics have been argued densely in recent years by all parts of society, especially by politicians. This study includes historical developments of compulsory education, the duration of compulsory education, different phases of compulsory education and sample applications in various countries. European countries are making reforms in prolonging the duration of education to age 18 in order to provide their citizens the basic knowledge, skills and abilities, improve the quality of human resources and secure the national future. They are also encouraging the students about having a basic education certificate. 12 year full-time compulsory education applications are seen as an appropriate attempt for Turkey to participate in the race of improving the qualities of human capital in countries. As a result of the research about compulsory education, it is emphasized that 8-year compulsory education process in Turkey were less than the one in European countries and Turkey fell behind European countries in terms of compulsory education even in 2006. Extending the compulsory education process to 12 years will increase the quality of vocational and technical education. In order to provide more efficient and more qualified education, more material and human resources should be devoted and conditions should be improved qualitatively and quantitatively. It is also emphasized that necessary measures in 12-year compulsory education should be taken in advance in order not to encounter with the infrastructure problems which have been experienced in 12-year compulsory education. Thus, in order to provide Turkey's participation to the race of countries which aims to improve the quality of human capital, 12-year compulsory education applications are seen as appropriate and even belated attempts. In this context, Ministry of Education is holding some regulations, such as providing necessary infrastructure, physical place, educational material and equipment, training educational staff, adapting and improving educational programs. As long as these regulations, completions and restorations go on at the current speed, expected features in our children can increase.

This paper presents the results of a longitudinal spelling study conducted among 496 school children, from sixth grade (the first year of middle school in France) to ninth grade (the fourth and final year of middle school in France). Its first objective is to examine the evolution of both lexical and grammatical spelling skills in a deep orthography and to present new findings on the advanced mastery of spelling skills. Its second aim is to provide insight into pupils' orthographic knowledge and remaining difficulties at the end of French compulsory schooling. Pupils were assessed using the same text dictation when they were sixth graders and when they were ninth graders. The data show that both lexical and grammatical performance increased from the sixth to ninth grade and that these interact with each other. The qualitative analysis of errors allows points of resistance in the acquisition of French orthography to be highlighted.

Authorship and individualization in the digital public sphere

Based on the responses ten Semi-structured interview schedules with the education administrators in Rajasthan and questionnaire of 180 students, 120 teachers, from secondary and high secondary students and 100 common people from Jaipur in Rajasthan state, this article investigates the role of gender differences in education enrollment. Several indicators are considered and investigated using parametric technique. Given the overall structure of Rajasthan society, the results indicate that the gender differences plays a major role in education enrollment, the girl have less chance in education , while there is progress and increase in girls clubbing numbers during the last 10 years .

In this article, we analyse changes in the contemporary management of private Catholic schools under State contract in France since the 1980s. Writing from a ‘policy sociology’ perspective, we use data from previous studies on policy and on public and private schools as well as from an ongoing research project comparing policies of accountability in France and in Quebec. After presenting an outline of the constitutional, legal and institutional context in which public and religious schools operate, we show that the introduction of new public management approaches and instruments in the field of education has not exerted a significant influence either on the public management of State-controlled private schools or on the coupling between the public and the private sector. The management of Catholic schools is still mainly based, on the one hand, on regulation through inputs and limited intervention by public authorities and, on the other hand, on a complex system of internal moral controls by the private authorities themselves. However, although the management of public and private schools remains loosely coupled, some moves towards a closer interaction between the authorities in charge of both systems have taken place in the last decade.

On the morrow of Italy’s unification, the new state found itself having to confront a long series of severe and important problems. Certainly one of these was illiteracy. This phenomenon was measured in very worrisome percentages, especially in several regions of the South. The first years of government were used to build a unitary system of education instead of the various organisational forms that had prevailed in the several pre‐unification states. The problem of education of the masses, starting from the basic elements of literacy, was confronted especially by politicians and intellectuals who belonged to (or were close to) freemasonry. It is believed that almost all the ministers who followed one after the other in public education were masons and that, particularly in the second half of the nineteenth century, Italian freemasonry took on a stronger and stronger role within the state and in political and cultural life. The social question and the education question were recurrent themes in these streams of thought. They were expressed particularly in the work and writings of Francesco De Sanctis, Pasquale Villari, and Michele Coppino. It was specifically the latter who, during his many appointments as minister of public education, not only conducted intense organisational and cultural activity, but also succeeded in bringing about passage in 1877 of a law that decreed compulsory elementary education up to the age of nine (10 years after his first attempt). The parliamentary debate over compulsory education, in part inspired by legislation in other European countries (sometimes referring to America too), was very wide‐ranging and stormy. The positions being argued were in fact contradictory and irreconcilable: on one hand, it was held that compulsory education would be a useless imposition on families in the countryside that could not economically do without the labour of their children; on the other hand, it was held that only compulsory education would open the road to literacy to the people and would convince them of its real benefits. All this should be read within a historical context characterised by a hostile, problem‐ridden process of separation between State and Church and by a strong contrast between religious and secular positions. Both sides expressed themselves in fact in terms of absolute opposition. And that had a direct impact on all educational subjects. This article demonstrates the contribution of masonic thought and the importance of the compulsory education law, inspired by the principle of equal access to education. This law, thanks to education being free of charge and to the expanding presence of schools, formed a turning point (and a point of discontinuity) in Italian education, improving the condition of the population in a real way, and preparing for the industrial development of the beginning of the twentieth century.

This study aimed to identify the extent student diversity and school climate vary within and across France, Italy, Spain, and Turkey, to investigate and compare the impact of student diversity on school climate in the selected Mediterranean countries. A quantitative research design was adopted by using the data of 41,789 teachers obtained from the dataset of the Teaching and Learning International Survey (TALIS) 2018. The research questions and hypotheses were formulated to investigate the extent of student diversity and school climate variations within and across the selected countries. Accordingly, the variability of general school climate, teacher-student relations, teaching experience in multicultural classrooms, teachers’ self-efficacy in multicultural classrooms, the presence of students from various ethnic backgrounds, and diversity practices were tested in the schools of France, Italy, Spain, and Turkey in the research model. Statistical analyses, including chi-square and t-tests, ANOVA, and multiple regression analysis, were conducted to test the hypotheses and examine the relationships between student diversity and school climate. The findings revealed significant variations in student diversity and school climate within and across the participating countries, and evident relationships between student diversity and school climate were discovered and compared among the selected Mediterranean countries. This study contributes to the knowledge base of educational policymakers, administrators, practitioners, and teachers by guiding them in creating inclusive and supportive learning environments that promote positive student experiences and academic success and suggesting the need for policies and practices that support inclusive education and foster positive school climates in multicultural classrooms.

INTRODUCTION. Health education is a tool for a complete state of health for everyone. The incorporationof health education in the school curriculum ensures that this comprehensive state of wellbeingreaches everyone due to compulsory schooling. At a European level the educational and healthauthorities have opened a broad channel of action for the development of inclusion in schools. Ensuringthat everybody acquires a health culture is important and in this school plays a crucial role.METHOD. The most important aspect of the research is a comparative study on of health educationpolicies in schools in France and Spain. By analysing descriptive and analytical data comparable unitsare explained. Through the analysis of multiple variables related to the school curriculum for nurseryand compulsory secondary education, primary similarities and differences of the countries studied,and the results of the investigation are established. RESULTS. The results indicate that the countriesstudied have a political and educational legislation for health education, although some differences doexist. While the French school has integrated health education into their compulsory curriculum, inSpain health education is addressed cross-curricularly, leaving the decision to the centres themselvesand often in the hands of teachers. DISCUSSION. The school has the responsibility of integrating thepromotion of health education in the school curriculum and this means above all promoting the valueof health among all groups within the population and the school community. In order for this to occur,there must exist an educational policy and legislation in health education matters which provides anappropriate legal framework.

Privatisation of the Production of Public Space