Acceso usuarios
To understand the institutional dynamics and the strategies of the school actors that are put into action in contrasted local and national contexts regarding multi- culturalism you have to resort to a multidimensional analysis structured around at least two major elements : the impact of the national models of integration and the modes of regulation of the educational system. This hypothesis runs through the three parts of the article, which are : 1 - a comparison between the educational policies in England and in the French community of Belgium ; 2 - the analysis of dynamics aiming at coping with students of multicultural origins in secondary schools ; 3 - the identity strategies of these students. The article ends up with a twofold conclusion. On a theoretical level, it is about the respective influence of the school dynamics and of the cultural models on the ways cultural differences are managed with and on identity processes. On a methodological level, it gives an overview of the limits as well as the contributions of a qualitative comparative approach.
