Le rôle de l'école dans le rapport au territoire et à la mobilité des enfants. Une comparaison de deux écoles internationales à Stockholm.

par Estelle Conraux

Projet de thèse en Géographie

Sous la direction de Sid ahmed Souiah et de Bo Malmberg.

Thèses en préparation à Cergy Pontoise en cotutelle avec Stockholm University , dans le cadre de ED DSH - Droit et Sciences Humaines , en partenariat avec Mobilités, réseaux, territoires et environnements (laboratoire) depuis le 01-10-2009 .

  • Résumé

    CHILDREN´S RELATIONSHIP TO TERRITORY AND MOBILITY : a comparison of 2 ìnternational schools in Stockholm The recent upswing of work in child-centric geography raises questions about the specificity of children's relationship to territory. “Playing, living, learning” in the city is part of their practices and representations, and therefore of their spatial identity [Holloway, Valentine, 2000]. The particular case of French schools abroad drives us to consider children's migration experience –whether direct or indirect, in the past or present- and its effect on mobility and territory. We can wonder how much international or transnational experience affects daily mobility. Inversely, local resources can be mobilized to form “social mobility capital” [Faret, 2003] within an international context, thus drawing connections at different scales between mobility and territorial identity. This research is based upon life stories of six graders and their parents, put in perspective by participant observation. Stockholm is a rather privileged european capital rather well-integrated in globalisation. Therefore, two international school have been chosen : the first one follows the French curriculum and methods, located in a privileged suburban enclave ; the other is an english-speaking international school proposing an IB program. The study aims to highlight different families' strategies, as well as the children's interpretations of those strategies. Results tends to show that both schools are cosmopolite and to a lesser extent, socially mixed. However, an intersectional analysis highlights the diversity among pupils : for example, physical distance remains an obstacle for those that have different socio-economic background, and less for those who have a similar one.

  • Titre traduit

    School's role in children relation to territory and mobility. A comparison of two international schools in Stockholm.

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