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Pourquoi n'ont-ils pas appris à lire ? : analyse transculturelle des facteurs de vulnérabilité et de protection dans le rapport aux savoirs

Abstract : In order to identify vulnerability and protection factors regarding the risk of illiteracy, we chose a qualitative research methodology, based on the grounded theory, complementarism and triangulation. We interviewed twenty-three illiterate teenagers in six Parisian Vocational high-schools, their parents and teachers. This process allowed us to develop the two guides T.FAME and T.FAME sco, in order to analyze transcultural processes such as filiations, affiliations and metissage, regarding ethnic cultures - including regional and social ones - and school cultures respectively. Transversal analyses show the importance of the maternal function alteration in the migration process, which hinders the transgenerational transmission of familial knowledge to children. This leads to children feeling insecure and illegitimate within the school environment, which causes learning difficulties, notably when it comes to reading and writing. It also leads to difficulties to benefit medical help. However, the resulting school disengagement appears to mainly constitute a strategy to preserve one's self esteem when facing failure, as well as to preserve knowledge other than the school one. Streaming towards vocational studies offers a possibility to reinvest school learning. Vocational teachers are an asset for such reconciliation. Thus, our results lead to the hypothesis of illiteracy as a resistance strategy against a school system which is experienced as a colonial one. We then developed Metisco, the first transcultural school mediation design. It aims at accompanying school professionals, their students and the students' parents to elaborate such conflicts and at promoting the instauration of a necessary educative alliance.
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  • HAL Id : tel-02076660, version 1

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Adeline Sarot. Pourquoi n'ont-ils pas appris à lire ? : analyse transculturelle des facteurs de vulnérabilité et de protection dans le rapport aux savoirs. Psychologie. Université Sorbonne Paris Cité, 2016. Français. ⟨NNT : 2016USPCB245⟩. ⟨tel-02076660⟩

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