Abstract
This paper outlines my classroom experiences with a group of second ary school students of French, and it focus es on the development of approaches for encouraging critical political engagement which can be applied to other educational settings. The context here is a government school in inner-city Melbourne, Australia, catering to a socially and ethnically diverse student population of roughly 1200 girls over the school years 7 to 12. I will be discussing a topic on youth employ ment conditions which I taught as part Unit 1 of the senior Victorian Certificate of Education (VCE) French course (Victorian Curriculum and Assessment Authority, 2003). VCE French prescribes three broad themes, further broken into topics, which are common to many other language courses. These are: 1. The individual:
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