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Relecture De L'anarchisme Classique À Partir Du Concept D'éducationnisme

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Relecture De L'anarchisme Classique À Partir Du Concept D'éducationnisme Université de Montréal Relecture de l’anarchisme classique à partir du concept d’éducationnisme-réalisateur par Alexandre LeBlanc Département de science politique Faculté des arts et sciences Mémoire présenté à la Faculté des études supérieures et postdoctorales en vue de l‘obtention du grade de Maîtrise ès sciences (M. Sc.) en science politique Août 2014 © Alexandre LeBlanc, 2014 Résumé L’anarchisme vit un renouveau un peu partout sur le globe depuis les années 1990 et la montée du mouvement contre la mondialisation. Cependant pour les chercheurs contemporains, le lien est bien mince entre l’anarchisme du 21e siècle et le mouvement anarchiste du début du 20e siècle. Selon ces chercheurs, l’anarchisme contemporain serait davantage caractérisé par la nature expérimentale de ses stratégies et par son focus sur le moment présent. L’objectif de ce mémoire est de démontrer qu’il est possible de tracer des liens clairs entre les auteurs anarchistes classiques et l’anarchisme contemporain. En effet, certains auteurs classiques de ce courant vivent leur anarchisme dans le moment présent contrairement à ce que laissent entendre implicitement les chercheurs qui se sont penchés sur l’anarchisme contemporain. Nous analysons les cas d’auteurs anarchistes de la première moitié du 20e siècle comme Alexander Berkman, Emma Goldman, Joseph J. Cohen, Albert Libertad, Émile Armand et Rirette Maîtrejean. Une analyse de la colonie libertaire d’Aiglemont complète le tableau. Notre approche centrée sur l’étude des pratiques militantes repose sur trois conceptions idéal-typiques. Nous considérons trois types de pratiques anarchistes : l’action anarchiste de type insurrectionnel, de type syndicaliste et de type éducationniste- réalisateur. Nous concluons que les pratiques du mouvement anarchiste contemporain s’apparentent aux pratiques de certains anarchistes classiques, c’est-à-dire les pratiques de type éducationniste-réalisateur. Mots-clés : anarchistes classiques, anarchisme contemporain, Berkman, Goldman, Cohen, Libertad, Armand, Maîtrejean, colonie libertaire d’Aiglemont, pratiques anarchistes, éducationniste-réalisateur. i Abstract Anarchism has seen a revival across the globe since the 1990s and the rise of the movement against globalization. However for contemporary researchers, the link is thin between the current anarchist movement and the anarchist movement of the early 20th century. According to these researchers, contemporary anarchism is more characterized by the experimental nature of its strategies and its focus on the present tense. The objective of this paper is to demonstrate that it is possible to draw parallels between some of the classical anarchists writers and contemporary anarchism. Indeed, some anarchists of the early 20th century lived their anarchism from day to day contrary to what suggest implicitly some researchers who have studied contemporary anarchism. We analyze the cases of anarchists writers of the early 20th century such as Alexander Berkman, Emma Goldman, Joseph J. Cohen, Albert Libertad, Emile Armand and Rirette Maîtrejean. An analysis of the Aiglemont libertarian colony completes the picture. Our approach focus on the study of activists practices based on three ideals types designs. We consider three types of anarchists practices: insurrectionary anarchist action type, union type and the experimental-educationist type. We conclude that the practices of the contemporary anarchist movement are similar in some ways to the practices of at least a few classical anarchists, that is to say, the experimental-educationist type of anarchists practices. Keywords : classical anarchists, contemporary anarchism, Berkman, Goldman, Cohen, Libertad, Armand, Maîtrejean, Aiglemont libertarian colony, anarchists practices, experimental-educationist. ii Table des matières Résumé........................................................................................................................... i Abstract.......................................................................................................................... ii Table des matières.......................................................................................................... iii Liste des tableaux........................................................................................................... vii Liste des abréviations..................................................................................................... viii Remerciements............................................................................................................... ix INTRODUCTION........................................................................................................ 1 CHAPITRE I : REVUE DE LA LITTÉRATUE ET MÉTHODOLOGIE ............ 5 1. Politiques préfiguratives...................................................................................... 5 1.1 Ici et maintenant............................................................................................. 8 1.2 Au-delà de l’utopisme.................................................................................... 10 2. Une tendance qui ne date pas de mai 68 ............................................................ 14 3. Cadre d’analyse.................................................................................................... 18 4. Méthodologie ........................................................................................................ 19 4.1 Opérationnalisation de la méthode................................................................. 28 4.2 Méthode de collecte des données................................................................... 34 CHAPITRE II : LES CAS D’ALEXANDER BERKMAN, EMMA GOLDMAN ET JOSEPH JACOB COHEN.......................................................................................... 37 iii Éléments biographiques .............................................................................................. 37 1. Alexander Berkman................................................................................................. 39 1.1. L’attentat contre Henry Clay Frick............................................................... 40 1.2. Remises en question à la suite de l’attentat .................................................. 42 1.3. Soutien De Berkman à la révolution russe.................................................... 44 1.4. Désillusions envers le régime des Bolcheviks et changement de cap .......... 46 1.5. Que retenir du cas Berkman.......................................................................... 49 2. Emma Goldman ....................................................................................................... 50 2.1. Rapport à la violence .................................................................................... 51 2.2. Le rôle de l’individualité et de la minorité active......................................... 53 2.3. Enfance et École moderne ............................................................................ 54 2.4.Émancipation des femmes ............................................................................. 56 2.5. Les différents éléments abordés sur Emma Goldman................................... 60 3. Joseph Jacob Cohen................................................................................................. 60 3.1. École et colonie Ferrer de Stelton................................................................. 61 3.1.1. Origines de l’école ..................................................................................... 61 3.1.2. Arrivée à Stelton ........................................................................................ 63 3.1.3. Différentes méthodes d’enseignement....................................................... 63 3.1.4. Vie communautaire.................................................................................... 65 3.2. Colonie de Sunrise au Michigan................................................................... 65 3.2.1. Origines et fondation de la colonie ............................................................ 65 iv 3.2.2. La vie dans la colonie de Sunrise............................................................... 68 3.2.3. Réflexions de Cohen sur Sunrise ............................................................... 69 3.3 Synthèse du cas Joseph Jabob Cohen ............................................................ 71 CHAPITRE III : LES CAS D’ALBERT LIBERTAD, ÉMILE ARMAND ET RIRETTE MAÎTREJEAN .................................................................................. 73 Éléments biographiques .............................................................................................. 73 1. Albert Libertad ........................................................................................................ 75 1.1. Une certaine apologie de la violence ............................................................ 76 1.2. Prendre ses distances par rapport aux troupeaux .......................................... 77 1.3. Vivre en anarchiste dès aujourd’hui ............................................................. 80 1.4. Ce que nous avons vu de Libertad ................................................................ 83 2. Émile Armand .......................................................................................................... 83 2.1. La place centrale de l’individu...................................................................... 84 2.2. Les milieux libres.........................................................................................
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