Résumé Les relations famille-école ont fait l’objet d’un intérêt croissant dans les pays occidentaux au cours des dernières décennies, en raison de l’élargissement de la diversité socioculturelle de la clientèle scolaire et de la prolongation de la scolarisation. Cet article propose de faire le point sur ce domaine de recherche en s’appuyant sur les données récentes de la littérature scientifique francophone et anglophone. Il aborde ensuite les retombées pratiques de ces recherches, en termes de recommandations pour les différents acteurs du terrain scolaire, de programmes visant à accroître la participation des parents à l’école et de dispositifs mis en place pour le soutien des familles. L’ensemble des données permet d’éclairer les raisons du malentendu croissant entre enseignants et parents et fournit des pistes qui permettraient de sortir de cette impasse, notamment au niveau de la formation des enseignants dans ce domaine.

Dans le cadre plus large des relations familles-écoles, cet article aborde la problématique des rapports entre l’école et des parents porteurs de cultures différentes de celle qui inspire la forme scolaire à laquelle leurs enfants sont confrontés. Pour ce faire, nous allons nous référer à des recherches effectuées dans des contextes renvoyant à différentes conceptions de la mission de l’école et différentes visions de l’intégration des gens venus d’ailleurs : les États-Unis, le Canada (Québec), la France et la Suisse. L’article éclaire l’importance, pour la famille et l’école, de construire des relations fortes.

In this concluding chapter, we first consider some common obstacles to achieving the implementation of global citizenship education (GCE) identified in the different national contexts presented in the book and reiterate how different contexts call for diverse designs and operating strategies. Second, we examine why GCE has become a highly contested concept, subject to multiple interpretations and in which a wide range of conceptions and objectives coexist. Third, we present considerations for implementing GCE in educational policies and suggest operationalizing GCE within three distinct fields: (a) education for sustainable development (ESD); (b) inter/multicultural education; (c) citizenship education. We argue that this strategy could help link these fields and broaden students’ understanding of the interconnections between issues related to citizenship, democracy, participation, identity, inter/multiculturalism, global issues and sustainable development. Finally, we synthetize current research on GCE and conclude by calling for more comparative and critical research to challenge GCE’s underlying assumption of the universality of Western paradigms and worldviews to embrace multiple ways of conceiving global citizenship.

Educational Theories and Practices from the Majority World draws attention to ethnocentrism in educational research and practice

Latin America’s first encounter with the rest of the world happened over five centuries ago as a result of the European colonial conquest, characterized by the slave trade and the domination and exploitation of Indigenous Peoples. It was not until the late nineteenth century that Latin American Nation-States emerged in the quest for freedom, equality and access to citizenship. However, political instability and lengthy military dictatorships in the 1960s and 1970s provided limited and fragile access to citizenship.First, this chapter analyzes the current state of education and citizenship in Latin America, after three decades of a gradual return to democracy. Our analysis suggests that citizenship is an unfinished agenda throughout the region. Minorities such as Afro-descendants and Indigenous Peoples have limited access to citizenship due to the social and educational exclusion they experience. Second, we review the main debates related to global citizenship and analyze how the concept of global citizenship is constructed in core education policies and curricula in Brazil. We conclude by examining the uncertain prospects of global citizenship education in Brazil and in the larger Latin American context.

In this introductory chapter, we first examine how the concept of global citizenship education (GCE) has been brought to the forefront in international educational agendas, in particular in the 2030 Agenda for Sustainable Development. Second, we assess how social and political contexts are reshaping national-centric conceptions of citizenship and traditional models of civic identity. Third, we address the lack of conceptual clarity as well as the conceptual divides associated with it. Fourth, we point out the challenges in implementing GCE in national educational systems and briefly provide guidance regarding the choice of countries and topics covered in the book. KEY WORDS: Global citizenship education - International educational agendas – Sustainable Development Goals.