Teachers in Remote and Isolated Sites in French Guiana – Professional Transition and Identity Negotiations

Teachers in Remote and Isolated Sites in French Guiana – Professional Transition and Identity Negotiations

• Abdelhak Qribi, ESPE Guyane, Guyane française

• Jeannine HO-A-SIM, ESPE Guyane, Guyane française

doi : https://dx.doi.org/10.18162/fp.2019.447

Résumé

Significantly disadvantaged in terms of education, French Guiana also experiences internal inequalities. Geographic sites qualified as remote and isolated typically exemplify such a situation. The present research focuses on the case of beginning teachers posted to these areas. Its objective consists in showing how they adapt and adjust their daily routines in a context known as difficult and challenging. Founded on the theoretical frameworks of the inter-structuring of the subject and of the institutions and interlinking of business sectors, and based on several observations and interview analyses, the research reveals the identity dynamics of these actors in the socio-professional context studied here.

Abstract

Significantly disadvantaged in terms of education, French Guiana also experiences internal inequalities. Geographic sites qualified as remote and isolated typically exemplify such a situation. The present research focuses on the case of beginning teachers posted to these areas. Its objective consists in showing how they adapt and adjust their daily routines in a context known as difficult and challenging. Founded on the theoretical frameworks of the inter-structuring of the subject and of the institutions and interlinking of business sectors, and based on several observations and interview analyses, the research reveals the identity dynamics of these actors in the socio-professional context studied here.