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The objective of this course is to study the psychological conditions that favor scholastic success. How can failure be prevented when classrooms are multicultural? How can teachers be sensitive to the specific needs of students who belong to different familial, cultural and scholastic systems that are sometimes experienced as incompatible with each other? How are resources and the collaboration of different actors (teachers, parents, educators, principals,...) best mobilized? How to provide students with the necessary means to support their cognitive development and identity construction in the context of their social and family relationships?
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Reading articles, exchanging experiences with teachers, psychologists and other professionals in the field of education will lead to discussion and open reflection, to research and intervention
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 AMIGUET, O. et JULIER, C. R., Créer des liens. Les pratiques systémiques dans le travail social face à l'exclusion, IES Editions, Champs professionnels, Genève, 2000 AUBERT, J.-L., La violence dans les écoles, Jacob, Paris, 2001 BLANCHARD, F., CASAGRANDE E. et MC CULLOCH P., Echec scolaire. Nouvelles perspectives systémiques, ESF Editeur, Paris, 1994 PERREGAUX, C. et Al., Intégrations et migrations: regards pluridisciplinaires, Harmattan, Paris, 2001 LE GOFF, J.-P., La barbarie douce. La modernisation des entreprises et de l'école, La Découverte, Paris, 1999
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total: 2 ECTS (théorie: 1, travaux personnels: 1)
The ECTS (European Credit Transfer System) credit is a measure of the student workload for each activity associated with a course. Conventionally, one ECTS credit represents 24h of work.
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