Éducation et pauvreté : quelle école pour (s') en sortir ?

Poverty can be defined as a condition that changes with economic circumstances and life events that can upset a fragile balance and push households into hardship. To help them escape and overcome poverty, the education of children and young people living in poverty must be developed, regardless of their socioeconomic background. Is it therefore enough to have access to a protected and dedicated space to leave poverty at the school gates and focus on learning? Or should educational support consider the material conditions of learning, with education policies extending to school cafeterias, specific health interventions or support during school holidays? Can we talk about an 'educational poverty threshold' in the same way that we talk about a percentage of the median standard of living to set the monetary poverty threshold? At the 11th Entretiens Ferdinand Buisson, we will revisit the impact of social background on educational outcomes, institutional mistreatment suffered by the most vulnerable, the unique situation of non-native pupils and their families, and the ability of education professionals to implement measures and practices that enable pupils to find their way out of poverty.

Contributors to this work : Maïtena Armagnague, Tom Chevalier, Jean-Paul Delahaye, Benjamin Denecheau, Marie-Aleth Grard, Laurence Facchi et Thibaut Mainville