Migration, Multiculturalism, and Schooling in France: Rethinking Republican Integration

Abstract

This study examines how republican integration is interpreted and enacted within culturally diverse lower-secondary schools in France in the context of contemporary migration, addressing the limited empirical research on how republican integration principles are translated from national policy discourse into everyday school practices. This study examines how the principles of equality, secularism (laïcité), and citizenship in national policy are implemented in everyday teaching practices in culturally diverse lower-secondary schools, using a qualitative multiple case study approach. Using a multiple case study approach, data were collected from three lower-secondary schools through semi-structured interviews with teachers and school leaders (n=18), focus group discussions with migrant-background students (n=24), and analysis of school policy documents and civic education curricula. The findings show that schools interpret and apply republican values differently, ranging from open discussions about secularism and citizenship to practices that emphasize linguistic and cultural conformity. In schools where educators frame secularism and equality as dialogic and reflective pedagogical tools, students report stronger perceptions of belonging, recognition, and civic engagement within the school community. When integration is mainly defined as following language and secular norms, students may feel tension between school expectations and their identity. The study also shows a gap between national integration policy and classroom practice, highlighting the role of teachers and school culture. It argues that democratic cohesion in diverse societies requires education that balances shared civic values with respect for cultural diversity.