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Expatriation et relation éducative Les enseignants français dans la mondialisation

Abstract : This thesis explores the global aspects of teachers' expatriation from France as a migratory situation, articulated with the educational relation that is involved. The comparison between Casablanca (Morocco) and London (UK) fall within a socio-historical approach that highlights common views about a spread of this population, and its relationship with otherness. The first part shows the circumstances of the research and the specificities of the aimed population. At first, the methodology is presented in a practical way: relations between the researcher with its object, and the nature of connections with interviewees (Chapter 1). The diversity of situations, institutionally and professionally, gives a general outlook about the French people abroad, and the French education abroad, as well as the social position of teachers within French population abroad (chapter 2). The second part emphasizes the diversity of personal situations, their long-term process and their evolutions. The social, familial and individual history, the individual and collective memory or the shared and subjective representations of space are taken into account to stress the subjective dimension of the displacement. On one hand, this diversity of trajectories allow us to rethink the category “expatriates” from the dimension of homeland. Therefore, this kind of displacement has none empirical difference with migration, as been usually conceived (chapter 3). On the other hand, life courses are intertwined with scales of time, individual, familial and national. Consequently, the voluntary aspect of the departure shall be clarified according to social and psychological conditions and considered following a process of realisation (chapter 4). The identities are toppled with the concept of anxiety, in putting into opposition with the affirmative identities and subjective notions like social position and change ; then are built three types of French people abroad : internationals, experimenters and affinitaries (chapter 5). This typology is functioning in the third part within comparative analysis of practices at local, national and transnational scale, and the symbolic dimension of teachers from France, from local to global, and the common substance of educational relation and its issues at a global scale. The language practices and social function are questioned within the local social organisation contexts. It has implications on the conception of integration in a deeper way than the socio-economics issues taken separately. Indeed, those are only the apparent side of a deeper social phenomenon (chapter 6). In following a reversed perspective of classic studies about the transnational networks and transnational practices of migrants, networks of solidarity and friendship are built by the teachers from France along their migratory path. Attitudes of openness to the others or of self-withdrawal depend on the profiles (chapter 7). Finally, the common aspect of teachers emerges from the observation of their practices and their trajectories, that is revealed by the act of transmission (chapter 8). Between republican ideal, and national history, their function as teachers is stressed by their subjective way of practice their work and to conceive the educational relation, that highlight substantial issues of education within global space.
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Contributor : Sylvain Beck <>
Submitted on : Monday, June 12, 2017 - 11:16:16 PM
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  • HAL Id : tel-01536069, version 1


Sylvain Beck. Expatriation et relation éducative Les enseignants français dans la mondialisation. Sociologie. Paris IV Sorbonne, 2015. Français. ⟨tel-01536069⟩



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