Young - understand Pupils and students - gradually join the protest movement against pension reform, and apparently so worried that the various media that the government . Maybe they did they read this old post stating that, more than the number of protesters is the variety of them which is their strength? Still, the accusations of "manipulation" of youth remake flourished. Yet it should look more seriously into the causes of recurrent mood among protesters students and students.
manifestations of pupils and students in France are a recurring phenomenon than I have myself beaten the pavement in my younger days (ah, you Have to be there as the French say that the English play), and it was already a long tradition. The various reforms of national education, that Whether Haby, Allegre, Darcos Châtel or other provisions relating to entry into working life as the CPE, or more general policy issues, from April 21, 2002 to the current pension reform: Youth fails no reason to take to the streets. As we can see, these are far from being confined to matters "affecting" young people directly, and these events pace for the French political life almost as surely as the presidential election.
The recurrence of this phenomenon involves the recurrence of explanations, which usually play the role of weapons of legitimation or delegitimization movements in question. Conventionally, the government accuses his opponents of "manipulating" the cool youth. Argument that continues to fascinate me because, generally, it is professed by those who lament that teachers no longer have any authority over the boys: Apparently, they are listening more, except when it comes to protest. On the other hand, these events are not only greeted with kindness because they support popular ideas, but also because we feel it "necessary that boys will be boys." The explanation by the "hormones" is never far, and condescension toward the young is always around the corner: "Ah, misspent youth ...".
One explanation is much more powerful to look at what living conditions and lives of young people can teach us about the origins of these movements. For this, it is interesting to watch how things go elsewhere, including in a country that knows no episodes of protesters at a rate as regular. In his book
Freaks, Geeks and Cool Kids (2004), Murray Milner Jr. seeks to understand the origins of what he calls the "caste system" of American high schools. These are indeed structured by groups of well-marked status and hierarchical: it is "cool" or you're a "geek" or a "freak", other statutes that lies between these extremes. In a word, as evidenced in many films and series euphémisent more or less symbolic violence inherent in this system (this video is quite interesting from this point of view), American youth are a particular society with its dominant and its dominated.
Why this system is there? Milner presented his thesis in the first pages of the book. It is quite simple but very interesting: it would be a logical consequence of how society ie adult, youth run. The latter have indeed power extremely limited: they do not decide their schedule because they require to participate in an activity - in school - without asking their opinion (even if "it is for their well ") in this context, they take courses they do not see the immediate interest and they do not necessarily perceive the reason, they are subjected to all sorts of tests, examinations up to the conditions to enter the labor market, over which they have virtually no ability to act. Their remains there as flexibility? Not much: cultural practices, the look, music, etc.. The development of a youth culture that breaks with the expectations "normal" vis-à-vis pupils and students, a phenomenon that Dominique Pasquier brilliantly studied in France, would be the result of the right-facing school them: this is a way for them to express their freedom and autonomy, to build its own identity and not imposed from outside. Reflected on the other side of the Atlantic, the illegitimacy of the most progressive "school" as the captain of the football team and the chief cheerleaders , And on this side, extension of popular culture in all strata of society .
But could we not think that in France, the same phenomenon - the influence of the school form on youth - has significantly different consequences? It is possible that the recurrence of events and high school students found this part of his explanation. Go beat the pavement is a way for young people to "regain control" over their own lives, to escape, a few hours, an institution where their power is extremely limited to demonstrate their independence, their freedom and autonomy. Some will say without doubt that some benefit to go hang out in cafes ... Exactly: they do not stay home they will occupy public spaces where they can feel "big", "adult", where they may, in other words, have some power. In other words, if young people are (regularly) in the street because they are (mostly) at school.
But why the same causes do not they the same effects as those studied by Milner? If a caste system is also present in the French high school students, and can manifest with similar violence (I am, unfortunately, regularly control), it seems a priori less deeply structuring what he may be in the United States. The temptation is therefore to look towards a culturalist explanation more or less (especially as it is fashionable at the moment): the "French culture" would be more willing to express protest and young people would only comply.
If this can not be excluded - and should especially focus on the transmission of "knowledge manifest" in families - it seems that we can deepen a little reflection on the social position of youth. Céline Van de Velde argues, following a solid survey, the position of French youth is characterized by the fact that they are in a society "in status", which studies and the first steps in working life greatly determines the entire future life of individuals (Become adult. Comparative Sociology of Youth in Europe 2008). Therefore, young people are told to "place himself", that is to say, to find as quickly as possible to take a place in society: the pressure on education is particularly strong, the choices made and successes achieved failures or being perceived as final and irreversible. For students middle class, more or less destabilized by economic developments in recent decades, a complete subversion of the educational nature is difficult to bear. But at the same time, Van de Velde said that the same young people are encouraged to seek "personal development", this, I think both the media and by their teachers (the refrain they serine fairly regularly). So here they are caught in a strong enough voltage between the need to invest and the desire to achieve, within the constraints of a structure and a summons to retrieve it. The regular events can be considered, causes beyond the "accidental" behind them - as the product of this structural position.
So an explanation of the trend "confrontational" part of French youth. The same framework may not be useless to try to understand other events juveniles, as no less recurring "suburban riots. Even if they have outstanding features, they share with other forms of juvenile protest the fact that they express a desire to take control from a group of private power, even if this takeover does or borrows the same way (the event "In order" vs. savage violence), nor the same objectives (vs. political agenda. territory). It is therefore not excluded that there is the conflict of generations in what is also regularly attends ...
manifestations of pupils and students in France are a recurring phenomenon than I have myself beaten the pavement in my younger days (ah, you Have to be there as the French say that the English play), and it was already a long tradition. The various reforms of national education, that Whether Haby, Allegre, Darcos Châtel or other provisions relating to entry into working life as the CPE, or more general policy issues, from April 21, 2002 to the current pension reform: Youth fails no reason to take to the streets. As we can see, these are far from being confined to matters "affecting" young people directly, and these events pace for the French political life almost as surely as the presidential election.
The recurrence of this phenomenon involves the recurrence of explanations, which usually play the role of weapons of legitimation or delegitimization movements in question. Conventionally, the government accuses his opponents of "manipulating" the cool youth. Argument that continues to fascinate me because, generally, it is professed by those who lament that teachers no longer have any authority over the boys: Apparently, they are listening more, except when it comes to protest. On the other hand, these events are not only greeted with kindness because they support popular ideas, but also because we feel it "necessary that boys will be boys." The explanation by the "hormones" is never far, and condescension toward the young is always around the corner: "Ah, misspent youth ...".
One explanation is much more powerful to look at what living conditions and lives of young people can teach us about the origins of these movements. For this, it is interesting to watch how things go elsewhere, including in a country that knows no episodes of protesters at a rate as regular. In his book
Freaks, Geeks and Cool Kids (2004), Murray Milner Jr. seeks to understand the origins of what he calls the "caste system" of American high schools. These are indeed structured by groups of well-marked status and hierarchical: it is "cool" or you're a "geek" or a "freak", other statutes that lies between these extremes. In a word, as evidenced in many films and series euphémisent more or less symbolic violence inherent in this system (this video is quite interesting from this point of view), American youth are a particular society with its dominant and its dominated.
Why this system is there? Milner presented his thesis in the first pages of the book. It is quite simple but very interesting: it would be a logical consequence of how society ie adult, youth run. The latter have indeed power extremely limited: they do not decide their schedule because they require to participate in an activity - in school - without asking their opinion (even if "it is for their well ") in this context, they take courses they do not see the immediate interest and they do not necessarily perceive the reason, they are subjected to all sorts of tests, examinations up to the conditions to enter the labor market, over which they have virtually no ability to act. Their remains there as flexibility? Not much: cultural practices, the look, music, etc.. The development of a youth culture that breaks with the expectations "normal" vis-à-vis pupils and students, a phenomenon that Dominique Pasquier brilliantly studied in France, would be the result of the right-facing school them: this is a way for them to express their freedom and autonomy, to build its own identity and not imposed from outside. Reflected on the other side of the Atlantic, the illegitimacy of the most progressive "school" as the captain of the football team and the chief cheerleaders , And on this side, extension of popular culture in all strata of society .
But could we not think that in France, the same phenomenon - the influence of the school form on youth - has significantly different consequences? It is possible that the recurrence of events and high school students found this part of his explanation. Go beat the pavement is a way for young people to "regain control" over their own lives, to escape, a few hours, an institution where their power is extremely limited to demonstrate their independence, their freedom and autonomy. Some will say without doubt that some benefit to go hang out in cafes ... Exactly: they do not stay home they will occupy public spaces where they can feel "big", "adult", where they may, in other words, have some power. In other words, if young people are (regularly) in the street because they are (mostly) at school.
But why the same causes do not they the same effects as those studied by Milner? If a caste system is also present in the French high school students, and can manifest with similar violence (I am, unfortunately, regularly control), it seems a priori less deeply structuring what he may be in the United States. The temptation is therefore to look towards a culturalist explanation more or less (especially as it is fashionable at the moment): the "French culture" would be more willing to express protest and young people would only comply.
If this can not be excluded - and should especially focus on the transmission of "knowledge manifest" in families - it seems that we can deepen a little reflection on the social position of youth. Céline Van de Velde argues, following a solid survey, the position of French youth is characterized by the fact that they are in a society "in status", which studies and the first steps in working life greatly determines the entire future life of individuals (Become adult. Comparative Sociology of Youth in Europe 2008). Therefore, young people are told to "place himself", that is to say, to find as quickly as possible to take a place in society: the pressure on education is particularly strong, the choices made and successes achieved failures or being perceived as final and irreversible. For students middle class, more or less destabilized by economic developments in recent decades, a complete subversion of the educational nature is difficult to bear. But at the same time, Van de Velde said that the same young people are encouraged to seek "personal development", this, I think both the media and by their teachers (the refrain they serine fairly regularly). So here they are caught in a strong enough voltage between the need to invest and the desire to achieve, within the constraints of a structure and a summons to retrieve it. The regular events can be considered, causes beyond the "accidental" behind them - as the product of this structural position.
So an explanation of the trend "confrontational" part of French youth. The same framework may not be useless to try to understand other events juveniles, as no less recurring "suburban riots. Even if they have outstanding features, they share with other forms of juvenile protest the fact that they express a desire to take control from a group of private power, even if this takeover does or borrows the same way (the event "In order" vs. savage violence), nor the same objectives (vs. political agenda. territory). It is therefore not excluded that there is the conflict of generations in what is also regularly attends ...
0 comments:
Post a Comment