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The Geopolitics of Laïcité in a Multicultural Age: French Secularism, Educational Policy and the Spatial Management of Difference

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The Geopolitics of Laïcité in a Multicultural Age: French Secularism, Educational Policy and the Spatial Management of Difference The Geopolitics of Laïcité in a Multicultural Age: French Secularism, Educational Policy and the Spatial Management of Difference Christopher A. Lizotte A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2017 Reading Committee: Katharyne Mitchell, Chair Victoria Lawson Michael Brown Program Authorized to Offer Degree: Geography ©Copyright 2017 Christopher A. Lizotte University of Washington Abstract The Geopolitics of Laïcité in a Multicultural Age: French Secularism, Educational Policy and the Spatial Management of Difference Christopher A. Lizotte Chair of the Supervisory Committee: Professor Katharyne Mitchell Geography I examine a package of educational reforms enacted following the January 2015 attacks in and around Paris, most notably directed at the offices of the satirical publication Charlie Hebdo. These interventions, known collectively as the “Great Mobilization for the Republic’s Values”, represent the latest in a string of educational attempts meant to reinvigorate a sense of national pride among immigrant-descended youth – especially Muslim – in France’s unique form of state secularism, laïcité. While ostensibly meant to apply equally across the nationalized French school system, in practice La Grande Mobilisation has been largely enacted in schools located in urban spaces of racialized difference thought to be “at risk” of anti-republican behavior. Through my work, I show that practitioners exercise their own power by subverting and adapting geopolitical discourses running through educational laïcité – notably global security, women’s rights, and communalism – are nuanced by school-based practitioners, who interpret state directives in the light of their institutional knowledge and responsiveness to the social and economic profiles of their student populations. What emerges from my inquiry is the operation of a subtle form of power that is steeped in, but also subtly reworks, hegemonic narratives of national identity, state authority, and culture. i Table of Contents Table of Contents ................................................................................................................................ i Dedications ........................................................................................................................................ iii Acknowledgements ........................................................................................................................... iv Introduction – the question of laïcité at the heart of French identity .............................................. 1 Debates and interventions in laïcité and educational practice .......................................................................7 Unpacking laïcité .........................................................................................................................................14 What is laïcité? ........................................................................................................................................18 Laïcité as neoliberal governmentality .....................................................................................................22 Laïcité as the management of cultural difference ...................................................................................25 Laïcité and communautarisme ................................................................................................................29 Laïcité on the (Muslim) body ...................................................................................................................32 Laïcité: The French Exception? ...................................................................................................................35 Chapter Organization ...................................................................................................................................40 Chapter 1: Towards a geopolitical understanding of laïcité ............................................................ 44 Introduction ..................................................................................................................................................44 Theoretically and empirically situating laïcité .............................................................................................48 Neoliberal governmentality .....................................................................................................................50 Geopolitical discourse .............................................................................................................................54 Geosocial negotiation ..............................................................................................................................58 Establishing a geopolitical discourse methodology for laïcité ....................................................................60 Geographic context .................................................................................................................................62 For an institutionally-centered methodology ..........................................................................................65 Methods ...................................................................................................................................................67 Data definition and classification ...........................................................................................................67 A note on translation ...............................................................................................................................69 Framing my position ....................................................................................................................................70 A critical geopolitics of neither / nor ......................................................................................................71 Chapter 2: Charlie Hebdo, #JeSuisCharlie, and a Crisis of Confidence in the Ecole Républicaine .. 75 Introduction ..................................................................................................................................................75 Why not #JeSuisMyriam? Contextualizing the #JeSuisCharlie response ...................................................79 Crisis in the École Républicaine? ................................................................................................................83 The roots of the école républicaine: governing difference, governing space .........................................86 The banlieues: spaces of state intervention .............................................................................................91 The French educational landscape .........................................................................................................93 Institutions and institutional actors .........................................................................................................97 Priority Education Zones ........................................................................................................................99 Reestablishing state authority with La Grande Mobilisation ....................................................................102 Reinforce the Transmission of the Republic’s Values ...........................................................................102 Reestablish the Authority of Teachers and Republican Rituals ............................................................105 Create a new “Citizen” Curriculum Program ......................................................................................107 Conclusion .................................................................................................................................................108 Chapter 3: Citizenship and nationalism in education: La Grande Mobilisation les valeurs de la République as a crisis response ...................................................................................................... 111 Introduction ................................................................................................................................................111 Normative models of citizenship in contemporary France and Western Europe ......................................115 ii Citizenship in the neoliberal moment ....................................................................................................116 Citizenship and Immigration in the EU and French contexts ...............................................................120 The role of obligatory schooling in youth identity formation ....................................................................124 As French as Everyone Else? Students Issu-e-s d’Immigration ............................................................127 A continuity of interventions: La Grande Mobilization’s pedigree in the management of difference ..132 Conclusion .................................................................................................................................................133 Chapter 4: Laïcité educational policy at work: from “peculiarly French” bureaucracy to practitioners’ competence zones ................................................................................................... 136 Introduction ................................................................................................................................................136
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