Through the schooling of children from gypsy families, Frédéric Miquel, inspector of National Education, extends the reflection on education today in a book entitled “Our school: an appeal to those who lack it. Meeting the families gypsies”.
Frédéric Miquel, why did you write this book?
I am a national education inspector, after having been a teacher. The rector has entrusted me with a mission since 2021 to educate children from gypsy families, those who are experiencing difficulties, so that they can be supported. This is not the case for all families. The school of the Republic is that of fraternity, no student must escape this democratic project, which aims for individual and social development and progression.
The institution misses these students, it is an injury to our project, which aims to do good for everyone. School is compulsory and free. If we let this happen, it increases marginalization and precariousness, leading to academic and social failure. My desire is to listen to this refusal to understand and improve the situation, by restoring trust.
Why not send your child to school?
Among the reasons for refusing to send your child to school, there is the fear of discrimination, of confronting anti-Gypsyism and the fear of losing one’s identity. This resistance is real. Conversely, there is the fear of other parents, who fear diversity and ask for exemptions. School is the first place where we experience otherness.
Concretely, how can we get these children from gypsy families to return to school?
We see what has been attempted in the Academy, particularly in Aude, with innovative solutions with our partners outside National Education. This involves different axes: legal treatment, by enforcing the law, the educational alliance with families to restore confidence, by going to the neighborhoods and practicing mediation, this is the case in Lézignan in particular. And by giving a legitimate place to the Catalan or Spanish language, to gypsy cultures. Provide an adapted educational response to enable children to catch up on academic delays in an inclusive system. This involves putting in additional resources by training teachers, for example.
With what means?
Means already exist to support the most marginalized students. The rectorate has the possibility of providing additional resources, they depend on the educational response that we want to provide.
Are there any results?
The results are still insufficient, there are visible and invisible results. We must work to change mentalities to recover the invisible. It is a slow germination, which aims to change mentalities. We must go further in this outstretched hand, through dialogue and the crossing of knowledge which elevates us.
Who is this book for?
To gypsy families to show them that they are the main ones concerned, to the National Education community and beyond to all people who want to live in harmony.
