This opinion piece in “Le Monde de l’éducation” discusses the challenges of teaching politics in the classroom. It advises educators to avoid the pitfalls of nostalgia, where they romanticize the past and overlook the corrupt practices of politicians. The piece highlights how the post-war and “thirty glorious years” era was more forgiving for politicians, with clearer directions for citizens and less scrutiny over decision-makers. Today, political figures face more complex issues such as unemployment, an aging population, immigration, and energy transition, which can create more anxiety among the public.
Another pitfall mentioned is the risk of alienating supporters of different political camps when a teacher tries to present a nonpartisan viewpoint. The article references past internal disputes between political figures like Jacques Chirac and Valéry Giscard d’Estaing, or François Mitterrand and Michel Rocard. It also recalls scandals involving prominent figures such as Edith Cresson, François Fillon, and Jérôme Cahuzac, emphasizing that students’ perceptions of politics are shaped by current events and personal experiences rather than historic disputes.
The article reflects on the disillusionment and frustration felt by students towards politics, particularly after the reshuffle at the beginning of 2024. Many students found it difficult to view Gabriel Attal’s short tenure as Minister of National Education positively, especially due to unpopular measures such as singing the national anthem, wearing uniforms, and reintroducing streaming in schools. Students also took note of the errors made by former Education Minister Amélie Oudéa-Castéra, particularly her controversial comments about public school teachers, which they found amusing.
The piece highlights how students have become more cynical and critical of political figures, particularly in light of recent scandals and controversies. Educators are challenged to engage students in discussions about politics and help them navigate their disillusionment and disinterest in political institutions. The article acknowledges the importance of acknowledging students’ perspectives and experiences in shaping their views on politics, encouraging educators to find ways to make discussions about politics more relevant and engaging for young learners.
In conclusion, the article emphasizes the need for educators to navigate the complexities of teaching politics in a divided and disillusioned society. By addressing the challenges of nostalgia and partisanship, teachers can help students develop a critical understanding of political issues and institutions. The piece calls for a more dynamic and relevant approach to teaching politics, one that reflects the current realities and concerns of young people. Ultimately, the goal is to empower students to engage thoughtfully and constructively with politics, while also recognizing the role of personal experiences and emotions in shaping their perspectives.
