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The question of the relationship
between intercultural education and citizen education could
be placed within a socio-political context or should be asked
today in the western world. This context is characterized by
a rarely seen crisis, namely the rejection of the «classical»
nation state placed upon a ethnic naturalized opposition which
lies somewhere between established and outsiders combined with
a democratic principle. One observes a new social salience of
cultural plurality as a problem, which is pleading for public
treatment, and pluralism as a value. Public education is one
of the origins of this crisis and at the same time is one of
the places in which its treatment is foreseen. In Quebec, the
emblem of interculturalism, they could experiment in the domain
of the symbolic re-elaboration of Quebec as a nation (since
the end of the 1970s) before being shut down by public opinion
in favor of other emblems, which were more explicitly inclusive.
In France the recent revitalization of citizen education and
the recognition of different cultures explains the differences
seen within the context of what we call the crisis of assimilated
integration and the inflexion which sheds light on the «regime
of tolerance». |
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