the essential
One year after the assassination of Dominique Bernard and four years after that of Samuel Paty, the school is facing a worrying rise in radicalization among young people, with reports constantly increasing. Gilbert Abergel, president of the Laïcité République Committee, analyzes the threat looming over our educational establishments. Interview.
La Dépêche du Midi : Why does the republican school in particular represent a threat in the eyes of radical Islamists?
Gilbert Abergel : The school is explicitly designated as the enemy to be destroyed by Daesh. After years of denial, we see today that some young people prefer to follow the injunctions of their imam rather than the advice of their teachers. During the years of crisis in Algeria, certain activists pursued by the Algerian government found refuge in France, particularly in the suburbs, where they were able to structure their network.
ARTIP
Since the 1990s, many young people have been exposed to this discourse and have come to actively oppose school, sometimes even seeking to destabilize it. Recent surveys of teachers reveal growing concern: one in two teachers hesitates to tackle certain subjects in history or philosophy and avoids trips to the museum so as not to expose their students to works that could provoke criticism.
Is France the only one to encounter this threat at school?
France is a privileged target because of its attachment to secularism, which is above all a legal principle. Laws, such as that of 2004 and that of 2021, prohibit the proselytizing of all religions in educational establishments. When the 1905 law was passed, it was primarily aimed at the Catholic Church; today, it applies to all religions without distinction.
What forms of protest do teachers have to manage on a daily basis in their classes?
They start with discreet forms, like covering one’s ears or looking away when topics like Darwin are discussed. They sometimes evolve into direct challenges to the professor, then, in extreme cases, into threats, leading to tragedies. This escalation creates a climate where some students cross boundaries, transforming the school, supposed to be a place of learning, into a place of transgression.
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Previously, expressing disagreement with “Je ne suis pas Charlie” was rare and stigmatized; today, this is more openly assumed. As for teachers, they are more and more often faced with direct threats from their students, going so far as to hear expressions such as “I’m going to do a Samuel Paty on you”.
However, these cases remain difficult to quantify, partly because of the “no wave” rule which has long dominated. After the assassination of Samuel Paty, several hundred protests or silences were recorded, although it is likely that this figure is underestimated, because reporting procedures are not uniform.
What measures could be put in place to protect teachers in the face of this growing opposition?
Our society must tackle the problem and that starts with teacher training. It is crucial to return to training in specialized establishments, such as the old normal schools or ESPs, to provide teachers with the necessary tools to face these challenges.
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The solidarity of French society towards its teachers is also essential. Today, the school is seen as an institution providing services, rather than a mission of common interest, which opens the way to contestations of teaching by students. The law must be respected, and it is fundamental to report all incidents, to file a complaint, and to break with the policy of not vagueness which hides problems instead of dealing with them.
