Dossier - Éducation et race. Présentation

In developing this issue for the journal Le Télémaque on Education and race, it appeared that theorizations of education presented angles that were still little addressed, particularly due to the controversies that certain terms arouse, not only in the institution itself , but also in educational content. Beyond a reflection concerning the modalities of the transmission of knowledge (how to teach?), it is a question here, on the one hand, of asking how the study of critical knowledge reflects the reality of the institutional problems of 'a Republic indifferent to differences, and therefore the inequalities and forms of exclusion which persist and reproduce in schools and higher education, and, on the other hand, to point out the resistance to rethinking the educational issues which relate to these same discriminations, and therefore what is taught there. If education is considered as the place of individual and collective political action contributing to the process of political subjectivation and emancipation, this place as well as the people who teach there are today seriously mistreated. Indeed, current events at the time of writing this editorial remind us that professors can be insulted and threatened for their teaching while they re-examine the violent practices of the State towards populations that are discriminated against, minoritized and/or foreign to the nation. In this worrying context of xenophobic and liberticidal political decisions, it seemed urgent to us to make a contribution to the necessary analyzes of educational sciences and philosophy on the violence of this reality and on the ambiguity of educating against racism while not naming race, still existing in education and inevitably linked to republican values ​​of equality “