Du décrochage provisoire au raccrochage scolaire : l’importance de la reconnaissance

Abstract

This article focuses on school dropouts and returners. Our purpose is to understand - thanks to the pupils’ point of view - their perceived double experience of dropping out of and returning to school. With this in mind, data was collected using ethnographic methods to show the meaning subjects give to their “here and now”. This data was interpreted with reference to symbolic interactionism and Axel Honneth’s theory of recognition. We notice microtransformations in their relationships to themselves and others. These changes are reflected in their relationships with teachers, with fellow pupils and with their family.

Keywords

• temporary dropping out
• returning to school
• perception
• recognition
• dropout