フランス市民性育成に見る文化的中立性と多文化主義

―1990年代に始まる新たな公共性理論の展開と学校教育との関連―

抄録

  In recent years, globalization and the changing international situation has led to a shift in France’s educational emphasis from nationalistic to democratic. This has been gradually witnessed in the development of civics courses in schools, where respect for basic human rights, democratic principles and global environmental protection are receiving increased attention.

  France has long maintained a form of citizenship that has effectively neglected the identity of minority groups. The French had long ago formed a national identity based on the old French Republic that was formed on non-religious principles. Between the end of the 1960s and the early 1970s, the idea of ‘insertion’ was born from the failure of assimilation policies. By the 1980s, the influx of multiculturalism brought with it a clear recognition of the need to change the way that citizenship is interpreted in France. This philosophy has also changed the idea of integration and led to the birth of French multicultural policies supported by the taxes of employed persons.

  The 1990’s establishment of the High Council on Integration brought official support for the ‘integration’ of citizens. This, compared to the previous two-tiered ‘social space’ (a sort of public and private space), offers not only a social place for people but also political space supported by guiding theory and principles. Citizenship, including the principles of integration and tolerance, will contribute greatly to the realization of a working, civil coexistence in France.

  To advance public policy theory, new education policies were introduced and implemented at the school level in the hope of promoting peaceful coexistence with others. This education includes the instruction of religion, which had been strongly rejected by the law of La?cit?. While continuing the aim of republican citizenship, this incorporated elements of multiculturalism while embarking on a new direction for citizens to enable the coexistence of different cultures. This trend reflects a diverse interpretation of citizenship that integrates civil citizens, and will have a strong impact on school education. Theories of tolerant Republicanism and moderate multiculturalism have gradually evolved from a closed interpretation of citizenship to a new one which espouses coexistence among people of other countries to aim for a new kind of citizenry.

  The theory of tolerant Republicanism allows for cultural diversity within the private space and a dualistic social space. In addition, in the public domain, all citizens are equal under the present definition. This goes beyond equality among ‘universal citizens’; the concept the political entity as individuals to define “civil principle” by the organic every culture to deny claims. Instead of these theories, tolerant Republicanism enables citizens to recognize the others of different cultural backgrounds, through creating a universal space excluding all organic things (i.e., culture or religion). This theory is called “the relative cultural relativism”.

  The goal of moderate-multiculturalism is to recognize the process of cultural group formation by various individuals in the public space that is French republicanism. The attempt brings an approval of difference to avoid a culturally closed, American-style multiculturalism. In addition, it brings social solidarity to the current social breakdown in France by aiming to restore the function of republican integration. To produce a shift in the philosophy of integration is to restore social solidarity among those who are vulnerable to the majority environment. This entails ‘positive discrimination’, which is otherwise known as ‘affirmative action’. (View PDF for the rest of the abstract.)