Animer "des temps de parole" dans les classes primaires après les attentats commis en France: présentation et déclinaison d'une pratique enseignante
Terrorist attacks committed in the name of jihad in France in 2015 and 2016 have been highly mediatized and discussed in the francophone world, bringing the news to the immediate reach of young children. What can be the children's reactions in a school setting and how do teachers handle the new...
| Authors: | ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | French |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
[2018]
|
| In: |
Zeitschrift für Religionskunde
Year: 2018, Volume: 6, Pages: 68-77 |
| Standardized Subjects / Keyword chains: | B
Elementary school
/ School teaching
/ Islam
/ Dschihadismus
/ Assassination attempt
/ France
/ History 2015-2016
|
| Further subjects: | B
Lehrpersonen
B Dschihad B Beschützen B Interviews B Westschweiz |
| Online Access: |
Volltext (kostenfrei) |
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| 520 | |a Terrorist attacks committed in the name of jihad in France in 2015 and 2016 have been highly mediatized and discussed in the francophone world, bringing the news to the immediate reach of young children. What can be the children's reactions in a school setting and how do teachers handle the news in the classroom? Focusing specifically on the context of primary schools, the authors emphasize that the students' young age makes any handling of violent news particularly difficult. With an exploratory study pursued through questionnaires and comprehensive interviews conducted in the French speaking part of Switzerland, this article brushes the contours of a professional practice of protection consisting in setting up a "time of discussion" with the students. | ||
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