L'histoire de l'immigration a longtemps été occultée dans la transmission de l'histoire nationale. Au moment où s'ouvrait la Cité nationale de l'histoire de l'immigration Porte-Dorée à Paris, l'Institut national de recherche pédagogique a lancé une enquête sur l'enseignement de cette histoire longue et riche. Entre prescriptions et écritures des manuels scolaires, entre pratiques réelles de classe et représentations professorales, cet ouvrage entend dresser un état des lieux du statut de l'histoire migratoire en France, de l'école primaire à la terminale. Comment s'organisent et évoluent les programmes officiels et l'écriture des manuels scolaires? Comment se définissent les objectifs des enseignants face aux élèves, dans leur classe, et en lien avec l'institution tout entière? Quelles démarches de travail sont initiées afin de rendre compte de cette dimension humaine et sociale qui fait partie intégrante de l'histoire nationale? Quel passé pluriel peut rendre compte de cette histoire longue, complexe et dense, qui a construit la France d'aujourd'hui

Debates about the legacy of colonialism in France are not new, but they have taken on new urgency in the wake of recent terrorist attacks. Responding to acts of religious and racial violence in 2005, 2010, and 2015 and beyond, the essays in this volume pit French ideals against government-sponsored revisionist decrees that have exacerbated tensions, complicated the process of establishing and recording national memory, and triggered divisive debates on what it means to identify as French. As they document the checkered legacy of French colonialism, the contributors raise questions about France and the contemporary role of Islam, the banlieues, immigration, race, history, pedagogy, and the future of the Republic. This innovative volume reconsiders the cultural, economic, political, and social realities facing global French citizens today and includes contributions by Achille Mbembe, Benjamin Stora, Françoise Vergès, Alec Hargreaves, Elsa Dorlin, and Alain Mabanckou, among others.

This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. Two chapters focus on regions – Latin America and the French-speaking nations in Africa. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics. With fortynewly commissioned pieces written by a prestigious group of internationally renowned scholars, The Routledge International Companion to Multicultural Education provides the definitive statement on the state of multicultural education and on its possibilities for the future.

North African immigrants, once confined to France?s social and cultural margins, have become a strong presence in France?s national life. Similarly, descendants of immigrants from Morocco, Algeria, and Tunisia have gained mainstream recognition as filmmakers and as the subject of films. The first collective volume on this topic, Screening Integration offers a sustained critical analysis of this cinema. In particular, contributors evaluate how Maghrebi films have come to participate in, promote, and, at the same time, critique France?s integration. In the process, these essays reflect on the conditions that allowed for the burgeoning of this cinema in the first place, as well as on the social changes the films delineate. Screening Integration brings together established scholars in the fields of postcolonial, Francophone, and film studies to address the latest developments in this cinematic production. These authors explore the emergence of various genres that recast the sometimes fossilized idea of ethnic difference. Screening Integration provides a much-needed reference for those interested in comprehending the complex shifts in twenty-first-century French cinema and in the multicultural social formations that have become an integral part of contemporary France in the new millennium.

This book explores national attitudes to remembering colonialism in Britain and France. By comparing these two former colonial powers, the author tells two distinct stories about coming to terms with the legacies of colonialism, the role of silence and the breaking thereof. Examining memory through the stories of people who incited public conversation on colonialism: activists; politicians; journalists; and professional historians, this book argues that these actors mobilised the colonial past to make sense of national identity, race and belonging in the present. In focusing on memory as an ongoing, politicised public debate, the book examines the afterlife of colonial history as an element of political and social discourse that depends on actors’ goals and priorities. A thought-provoking and powerful read that explores the divisive legacies of colonialism through oral history, this book will appeal to those researching imperialism, collective memory and cultural identity.

'Beyond the Canon' deals with recent politicized processes of canonization and its implications for historical culture in a globalizing and postcolonial world. The volume discusses the framing and transmission of historical knowledge and its consequences for the construction of narratives and the teaching of history in multicultural environments.