STAND. The “school of the future” or the school dystopia of tomorrow

They could have called it the “school of tomorrow”, as the project presented by Emmanuel Macron and Pap Ndiaye in Marseille is in line with the reactionary and destructive policies that Jean-Michel Blanquer imposed on the school for five years. If the departure of the most maligned pastor in the history of the school was a real relief to the educational community, the ostentatious affirmation of such continuity in the reforms, if necessary, confirms the programmed continuation of the destruction of the public school.

What would the?“school of the future” in Macronia? More autonomous schools competing for funding, directors turned into recruiters and HRDs, funding according to the adequacy of education projects with government priorities… In short, the liberal and entrepreneurial model transformed into the public education service with the corollary of the dismantling and demand for the status of official for teachers.

All the ingredients are there: agility, flexibility, agility, all hollow concepts that neoliberalism uses to mobilize when it comes to masking its brutality behind a semblance of benevolence. The irony reaches its climax when the president brags about the return of true “educational freedom” in these eclipsed schools, which will first serve as a showcase for government policy!

A dark future is emerging for the school in Marseille

A school in Marseille would have received 40,000 euros for a project on mathematics? The presidential enthusiasm is far from being shared by teachers and families in Marseille. It is the anger at the Prince’s fact and the resulting injustice that animates the educational community. Indeed, what indecency when you know the state of the school buildings, both in Marseilles and elsewhere, dilapidated, with rats, without heating or not insulated!

The school urgently needs a major national plan to get back on its feet, but instead it will be called upon to engage in a competitive logic, to fling brilliant projects, the more “innovative” each other, for a chance at financing worthy of the name. For example, what becomes of the compensation principle of priority education in this logic, which allocates funding on the basis of social criteria? Should we document the disappearance of priority education, which will also have to participate in the major competition of the starting country?

It is more than urgent to fight against these projects based on the myth of the benefits of competition as an incentive principle; to remind that the school does not have to meet profitability criteria, that it must be communal and that the government must continue to guarantee an equitable distribution of wealth so that all children, regardless of their social or cultural origin, are not affected of social determinism. l’“school of the future”in accordance with the model of the private school, will not fail to strengthen inequalities between institutions.

Public school on a chopping block

Another inequality is related to the profile of the teachers who will be assigned to these schools, the youngest and least skilled work mainly in the most difficult schools, the most experienced choose the more difficult schools. “comfortable”† What teacher will volunteer to work in a school, college, or high school, relegated, segregated, or run-down, especially in working-class neighborhoods? Is it necessary to recall that in some schools the teacher shortage is already dire, contract teachers succeed each other and the loss of teaching hours, for example in Seine Saint-Denis, amounts to the equivalent of 20% of the hours? because of?

At a time when the teaching profession is experiencing its greatest career and recruitment crisis, it would be more urgent to focus government efforts on a material re-evaluation of the profession and on the reaffirmation of its significance in the service of equality and the emancipation of all . Emmanuel Macron and Pap Ndiaye sincerely hope to give meaning to the profession by linking the salary increase to additional costs as they have announced?

The French school is one of the most unequal in the OECD, refusing to support working class children to meet their needs. The five years of Blanquerian management have not helped, they have worsened a long denounced situation. They have also exhausted, despised, rolled, denied the educational community in its qualities of expertise.

Make no mistake, in public schools happens what has already happened in hospitals: only budgetary rationality and the cult of profitability count, even if that means trampling people with big blows from new public management. school, we don’t want this project for society. Another school is possible, that is what NUPES is all about: repairing, rebuilding and transforming public schools to make them more just, egalitarian and emancipatory for all students. This is what our school of the future should look like.

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