Civic Internship Report: Education and Integration of Refugees in France

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[...] I have observed that the FLE associations, as actors on the ground, are the first pillars of this policy aimed at this policy. With their daily actions, they not only allow immigrant and refugee people to have a link with our welcoming society but also to guide people in their administrative paths, to discover other actors in life within the Region (libraries and media libraries, museums, etc.). However, I was able to identify that many refugees posed questions about the social difficulties (housing, in particular) they could encounter and that the association often found itself powerless in the face of these questions, being able to only guide towards the social services of the city of Paris. [...]

[...] This observation led me to question the relationships between the reception and integration policies of immigrant people in France and the education system. This link between education and integration led me to broaden my reflection on the broader effects of the reception and insertion policy of immigrant people in France. I therefore asked myself, what are these policies more precisely, how they are organized in France, what are their current effects and thus indirectly how they impact the life trajectories of migrant people and their families, particularly on the theme of education. [...]

[...] Domains and themes of my engagement For my civic path, I have chosen to explore two themes: education and the integration of refugees in France. My first experience was within the linguistic association located in the 10thème arrondissement of Paris. This non-profit association has as its main activity: assistance to the integration of refugees on French territory. The activities offered to refugees are varied: language courses and in particular French, administrative accompaniment and referral to training organizations. My second experience was within the XXX, located in XXX, in a priority education sector. [...]

[...] In J. Chiss, N. Auger, F. Chnane-Davin, J. Cuq, M. Marquilló Larruy, V. Spaëth and C. Weber The FLE and Francophonie in the world (p. [...]

[...] At the same time, in 1981, the Priority Education Zones (ZEP) were established by the Minister of Education Alain Savary. The circular aimed at setting up these zones specifies its objective, which has remained the same since then: "to correct social inequality by selectively strengthening educational action in areas and social environments where the rate of school failure is highest". The years following this implementation made it possible to clarify the means of this action: coordination led by the National Education, a set of multiple actors proposing innovative actions for these priority education zones, and resources mobilized for academic success. [...]