Distancing the Distance Learning: Social Representation of Pedagogical Continuity and Digital Technology in Mayotte’s Written Press Mise à distance du distanciel : représentation sociale de la continuité pédagogique et du numérique à travers la presse écrite à Mayotte
Fiche du document
30 juin 2022
- ISIDORE Id: 10670/1.48fce7...
- hal: hal-03736657
- doi: 10.4000/ced.3360
Ce document est lié à :
info:eu-repo/semantics/altIdentifier/doi/10.4000/ced.3360
info:eu-repo/semantics/OpenAccess
Sujets proches
Cultural sociology Culture--Social aspects Sociology of culture Portes d'entrée Issues Portes de sortie Vie culturelleCiter ce document
Gaëlle Lefer Sauvage et al., « Mise à distance du distanciel : représentation sociale de la continuité pédagogique et du numérique à travers la presse écrite à Mayotte », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.4000/ced.3360
Métriques
Partage / Export
Résumé
The notion of « pedagogical continuity » raises complex cultural, linguistic and semantic issues. Through a corpus of local Mayotte newspapers collected during a year of confinement-deconfinement-reconfinement, we study the social representation of pedagogical continuity in the Maore culture as presented by the local print media. We study social representations and myths that participate in, or stumbling block to, the incorporation of digital tools and uses in school culture in Mayotte. Based on 266 articles from 6 local newspapers, semantic and lexical analyses show three aspects of the discourse: a verticality of the pedagogical continuity message carried out by targeted individuals, a propagandist discourse on the ambiguous meaning of pedagogical continuity, and an anti- and then pro-digital discourse that exists in the background of this constrained distance learning. Questions about the implementation of a digital hybrid pedagogy and about identity issues in Mayotte are then addressed.
