Over the past twenty years, a silent revolution brought 70 percent of a generation to the baccalauréat level (up from 33 percent in 1986), without ensuring students corresponding job opportunities. Sociologists have analyzed the impact of this educational democratization, which sought to solve the economic crisis by adapting the younger members of the French workforce to the new economy of services: it has paradoxically accentuated the stigmatization of youths from working-class and immigrant families who live in suburban housing projects. Therefore, high school teachers have had to deal with students' profound disillusionment with education. Moreover, teachers have been central to all of the recent political controversies in France regarding cultural difference. While there are books, pamphlets, and memoirs reflecting their experiences, there is no research exploring the discrepancy between high school teachers' expectations and those of their predecessors. This article explores this discrepancy and its contribution to the social and political construction of the "problème des banlieues."
Teachers in the New High Schools of the Banlieues
Textbooks in Periods of Political Transition after the Second World War
Kira Mahamud Angulo and Anna Ascenzi
and democratization of education helped to attenuate social inequality and encouraged social mobility (as was the case in Spain), it did not further the preparation of the young generation for participative democracy. The articles illustrate the
French Protectorate? These processes are all the more paradoxical, as they unfolded in the name of the democratization of education through the Arabization of curricula and the Moroccanization of teachers. In Morocco, as in other former colonies, the