Reconceptualizing the Republic: Diversity and Education in France, 1945-2008
Reconceptualizing the Republic: Diversity and Education in France, 1945-2008
复制标题
重新构想共和国：法国的多样性和教育，1945-2008
DOI：
10.1162/jinh.2010.41.1.97
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
Soysal Y
中科院分区：
文献类型：
--
作者：
Soysal Y
自世纪以来，法国与美国一样，经历了大量的移民，因此也经历了巨大的流动。然而，法国的公共话语和政策工具有关的民族和种族歧视的演变与美国形成鲜明对比。美国的国家建设包含了对民族身份的承认，以及所有的考验和磨难，而法国国家的轨迹则采取了单一的形式。然而，最近的事态发展表明，共和国对其身份和公民的看法发生了变化。对学校教学的分析发现，共和国现在被重新设想为开放和宽容的多样性，但更多的是从一个普遍的，规范的角度越来越多地在跨国层面索引，而不是从一个角度，特权法国的移民和殖民地的过去。
Since the nineteenth century, France, not unlike the United States, has experienced significant immigration and, as a result, great flux. Yet, the French public discourse and policy instruments concerned with ethnic and racial diversities evolved in sharp contrast to those in the United States. Whereas U.S. nation-building incorporated the recognition of ethnoracial identities, with all of its trials and tribulations, the French nation's trajectory assumed a unitary form. Recent developments, however, point to changes in the Republic's projection of its identity and its citizenry. An analysis of school teaching finds that the Republic is now re-envisioned as open and tolerant of diversity, though more from a universalistic, normative perspective—increasingly indexed at the transnational level—than from a perspective that privileges France's immigrant and colonial past.