Le programme Erasmus en France, en Italie et en Angleterre

Sélection Des Étudiants Et Compétences Migratoires

Bibliographic Data

ID3828147
AuthorsMagali Ballatore (0000-0001-9256-1769)
Year2006
Issue5
Pages215-239
Publication date2006-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCahiers de la recherche sur l éducation et les savoirs (JOURNAL)
Journal identifiersISSN: 1635-3544 • E-ISSN: 2265-7762
PublisherOpenEdition (PUBLISHER)
DOI10.4000/cres.1181
OpenAlexW1683793251
LanguageFR
Citations received4
References cited7

Student migrations in Europe are not new. However the Erasmus program has introduced a certain type of mobility. This is not without consequences on Higher Education systems in Europe, which have their own selective, productive and integrative practices. Participating students tend to underline the benefits of the programme and their personal satisfaction, but a closer look at the programme in the three countries where the university was born and at the Erasmus student trajectories allows raising the issue of inequalities in patterns of mobility. We may ask whether latent inequalities have increased in systems which are “mass” rather than “democratic”. Looking at the skills and the migratory capital already acquired by students and at the selection practices in the departments or faculties, it is obvious that this program tends to consecrate young people whose educational trajectories are, if not brilliant, at least fast and/or atypical. Moreover, the European commission’s data show that reciprocity of exchanges is rarely achieved. Hence, this program seems to reinforce the pre-existing supremacy (of languages and of some institutions in particular) and the growing diversification of students’ trajectories

Art · Art history · Erasmus · Humanities · Political science · Healthcare Systems and Practices · Higher Education Governance and Development · Higher Education Learning Practices

Tools

Open DOIOpen Access