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Citizenship, identity and otherness

Citoyenneté, identité et altérité

4th conference of the Association internationale de recherche en didactique de l’histoire et des sciences sociales (AIRDHSS)

IVe conférence de l’Association internationale de recherche en didactique de l’histoire et des sciences sociales (AIRDHSS)

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Published on Wednesday, September 27, 2017


La citoyenneté est une des principales finalités de l’enseignement de l’histoire, de la géographie et plus largement des sciences sociales à l’école. Mais les modèles, parfois sous-jacents, de la citoyenneté se sont modifiés au fil du temps. Des facettes différentes de l’identité peuvent ainsi implicitement être valorisées. Cela joue également sur la façon dont l’Autre est reconnu et pensé : selon une logique d’intégration, d’assimilation ou d’inclusion.



Citizenship is one of the main reasons for the teaching of history, geography and more specifically the social sciences at school. However, the underlying models of citizenship have changed over time, between adherences to the nation, adherence to democratic and republican principles, adherence to the European construction, or adherence to the principles of intercultural openness. For example, the teaching of histoire-geography has been generalized in France under the Third Republic to make pupils adhere to its values and principles.

According to the above-mentioned models different facets of identity can be implicitly valued, for example: national identity, collective identity, cultural identity and individual identity. It also affects the way in which the “other” is recognized and conceived, whether, for example, according to logic of integration, of assimilation or inclusion. From the “melting pot” to the “salad bowl” the otherness becomes a component of a citizenship which is pluralistic. Questions around these issues are equally present in educational systems and in the teaching of history and geography, and more broadly the social sciences. These changes question both their own epistemological foundations and their pedagogical approaches. How are citizenship, otherness and identity envisaged and supported by history, geography, social sciences and education in schools or informal education systems? This questioning is divided into 3 axes.

Axis 1: Citizenship education: issues and epistemological foundations

How do the social sciences allow knowledge that is conducive to citizenship education? What are the issues to which the question of citizenship is clinging? These questions lead to a questioning of the disciplinarity of citizenship through an epistemological and didactic prism.

Citizenship education raises epistemological challenges in that it creates tensions between civic aspirations linked to scientific values and aspirations rather than aiming at the critical deconstruction of identities. On the other hand, it requires an orientation towards the present, whereas the study of the past requires a detachment from the present in order to understand the past in its own logic.

In history and geography, how can the relationship with the past, the “other” and the “elsewhere” generate a shared identity? Conversely, how can the narrative of the national territory give rise to a collective identity?

 The emergence of identity and otherness as a dimension and issue of citizenship education also questions the definition of citizenship and of related approaches. This is the second axis of this call for papers.

Axis 2: Citizenship, otherness and identity: what steps to teach? What places does it fill in curricula and textbooks?

Which approaches are advocated and implemented by teachers to teach or educate for citizenship, otherness and identity? How are teachers trained to cope with these issues?

Does the emergence of alterity as a dimension of citizenship change teaching practices? Is the emergence of a question about identity and citizenship a socially vivid one? If so, is such a question treated as such or is the political dimension evicted from teaching?

How are citizenship, otherness and identity aspects conceived of or not in curricula and textbooks? If so, according to what variations, permanence, and implicit issues?

On the other hand, do injunctions to commemorative practices have an effect on the way of thinking about citizenship, identity and otherness?

Axis 3: Actors in education for citizenship

Schools and subject disciplines are not the only ones involved in education for citizenship, otherness and identity issues. Other actors, particularly in non-formal education (museums, associations, families) are also confronted with it and the associated questions that arise. These include: Who is involved? What knowledge and discourses do they produce about citizenship, otherness and identity? What steps are being taken? When these actors are partners of the school, how is the articulation with the subject disciplines involved?

Submission Guidelines

We invite you to submit a proposal for a presentation or symposium on these issues.

The proposal must be about 3000 characters long and specify the theoretical framework, the methodology and the main results. Your bibliography must consist of 3 to 5 references done according to the APA6 standards.

Symposium proposals will include 3 or 5 papers. This must include a presentation of the symposium rationale of about 3000 characters in length as well as details of the theoretical framework, the methodology and the main results.

All proposals must be sent to airdhss2018@gmail.com

by 15 November 2017.

The dedicated style sheet must be used when submitting proposals.

Style Sheet:



References (3 to 5 titles standards APA6)

Scientific Committee

  • Félix Bouvier, Enseignant titulaire, Département des Sciences de l'éducation, Université du Québec à Trois-Rivières (Québec)
  • Pierre-Philippe Bugnard, Professeur d’histoire, Université de Fribourg, Département des Sciences de l'éducation (Suisse)
  • Luigi Cajani, Professeur d’histoire, Dipartimento di storia moderna e contemporanea,  Università La Sapienza, Rome (Italie).
  • Théodora Cavoura, Professeure d’histoire, National and Kapodistrian University of Athens, Faculty of Philosophy (Grèce)
  • Nadine Fink,  Chargée d'enseignement en didactique de l'histoire et éducation à la citoyenneté, Haute école pédagogique du canton de Vaud, UER Sciences humaines et sociales, Lausanne (Suisse)
  • Sophie Gaujal, Docteure en géographie, EA 4434 LDAR, agrégée d’histoire-Géographie
  • Caroline Leininger-Frézal, Maitresse de conférences, Université Paris Diderot, EA 4434 LDAR
  • Xavier Leroux, Docteur en géographie, EA 2468 Discontinuités, professeur des écoles
  • Catherine Souplet, Maitresse de conférences en sciences de l’éducation, Université de Lille, EA 4354 Théodile-CIREL
  • Nicola Todorov, Université de Guyane, Centre d'histoire du XIXe siècle
  • Karel Van Nieuwenhuyse, Professeur d’histoire, Université de Louvain, Faculté des Arts (Belgique)

This 4th international Conference of IRAHSSE is co-organized with the Didactic Laboratory André Revuz and University Paris Diderot.


  • Université Paris Diderot
    Paris, France (75)


  • Wednesday, November 15, 2017


  • citoyenneté, identité, altérité, didactique, histoire, géographie, éducation


  • Caroline Leininger-Frezal
    courriel : carolinefrezal [at] wanadoo [dot] fr

Reference Urls

Information source

  • Caroline Leininger
    courriel : carolinefrezal [at] wanadoo [dot] fr


CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« Citizenship, identity and otherness », Call for papers, Calenda, Published on Wednesday, September 27, 2017, https://doi.org/10.58079/yd2

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