Note Google Translate. Le Point.fr (PS. If anyone can offer a better translation of my own and Google Translate’s poor efforts please do)
A teacher at a school in the Essonne Zep tells of the progressive radicalization of students and the school system’s refusal to acknowledge its occurrence.
Sophie is a veteran teacher. For twenty years this philosophy professor has taught in various institutions in Essonne. She has met all kinds of students from diverse social backgrounds and different faiths. For ten years, she has noted with regret and concern the profound changes in the behavior of young people in the classroom. It is what she calls a “radicalization” which, combined with cuts to resources on the part of National Education, ends by producing an explosive situation from which nobody knows how to extricate himself.
“The turning point for me was September 11, 2001: …In the vote to elect class representatives in early October 2001, many ballots were marked with the name of Osama bin Laden. When I am offended me, the words of hatred have blended: C ‘ is well done for Americans! then against us: It takes cum fire to this city! In order to stimulate reflection, their thinking, the next week I distributed a text of Plato on democracy. Two students refused to take it, one of them threw the text to the ground and, wiped his feet on it. The next course was very hard, it began with insults against “Jewish Christians” and a refusal to work and again you have to fuck the fire in this city and other violent language. The tone escalated between us and the end of the course they were able, they blocked the door so I could not get out. There they insulted me familiarly me and calling me lower than the earth, constantly making a thumb across the neck gesture saying: We will find you. The school administration convened a Disciplinary Commission, no parents ever came, nor the second student. I also went to complain to the police who were indifferent.
“The talk is of Jewish philosophers like Spinoza”
At the same time a Muslim guard who worked in the high school saw to it that Muslim girls are not made up and that no Muslim student uses coffee distributors during Ramadan. He advised our students not to go to courses in philosophy because, he said, it speaks only of Jewish philosophers like Spinoza. The supervisor would not look the women professors in the eye when we went into his office. Everyone was aware of this attitude, but nobody dared to intervene for fear of “putting the city on fire and blood.”
Now a few years later, homophobic and anti-Semitic remarks have become increasingly common in the classroom. Against these abuses, my only weapon as a teacher was to write a report, this of course after trying to talk to those who had made such remarks. But that conversation was impossible as it caused more students to behave the same, or they challenged having made such remarks. One day, one of them in full swing wonder: Why is he has to synagogue grids? (he had mistaken the Catholic Church). I replied that I did not know and the student replied, For their launch peanuts, which caused the hilarity of a good part of the class. Another time, literary terminal, a high school student achieves a brilliant presentation, I ask the class what grade assigned to it. Response from a student: It will still not make him 20 at that queer. Apart from my reports, no sanctions were imposed against students. Over the years, I have seen the deterioration, it became difficult to do a course on law, justice and more about religion. Talk about the theory of evolution has become impossible since students would dispute it violently. Every year, I took my classes to the Gallery of evolution at the botanical gardens, but they were more likely to refuse to go (school trips are free during school time, so mandatory). From 2007-2008, more and more girls came veiled in high school and it would sometimes spend ten minutes of class to let them remove the veil that reeling from that I turned to write on the board. Many of my colleagues have given up the fight.
Perhaps would it have taken early crack down more effectively: a disciplinary board rather than a simple disciplinary committee could lead to exclusion of the first two students (even if it was sent in the nature of the dangerous elements which by their age – 20 and 21 – were no longer subject to compulsory schooling), the supervisor should have been returned, which might have prevented later that our courses are contested. More firmness and unity among teachers would have better fight against homophobic and anti-Semitic. It’s laissez-faire and impunity that allowed this escalation.