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ArgumentaireAfin de garantir les m&#234;mes chances de r&#233;ussite &#224; tous les &#233;l&#232;ves quelles que soient leurs origines et leurs appartenances, la gestion du pluralisme culturel et religieux est aujourd&#8217;hui un des d&#233;fis les plus importants des syst&#232;mes &#233;ducatifs. Dans le contexte europ&#233;en actuel de tensions interethniques et religieuses, la France et l&#8217;Italie repr&#233;sentent deux contextes int&#233;ressants, voire embl&#233;matiques, en raison des diff&#233;rences qui caract&#233;risent les politiques &#233;ducatives pour l&#8217;accueil, l&#8217;insertion et la gestion des enfants immigr&#233;s ou issus de l&#8217;immigration. Malgr&#233; ces disparit&#233;s, le d&#233;nominateur commun &#224; ces deux pays est la difficult&#233; &#224; g&#233;rer ce pluralisme culturel. Celui-ci se vit du point de vue individuel (repr&#233;sentations, taux de r&#233;ussite, strat&#233;gies de choix d&#8217;orientation des &#233;l&#232;ves mais aussi des &#233;quipes &#233;ducatives) qui comporte un risque de susciter des m&#233;canismes de discriminations d&#8217;un point de vue des acteurs collectifs et des institutions (politiques scolaires, &#233;tablissements scolaires publiques et priv&#233;s, services gouvernementaux). La dimension ethnique, est pr&#233;gnante dans tous lespays europ&#233;ens. Dans le cadre de ce dossier, nous nous int&#233;resserons aux m&#233;canismes deconstruction sociale pr&#233;existant sa manifestation. L&#8217;ethnicit&#233; en tant que processus d&#8217;auto- etd&#8217;h&#233;t&#233;ro diff&#233;renciation repr&#233;sente pour les jeunes: a) une ressource en termes de d&#233;veloppement personnel et de r&#233;ussite; b) une contrainte ou un obstacle qui peut aboutir &#224;des formes de malaise et de violence dont les cas les plus extr&#234;mes peuvent nuire &#224; la coh&#233;sion sociale elle-m&#234;me. En fonction des interactions entre les trajectoires individuelles et les processus socio-politicoculturels, la question ethnique peut se manifester aussi bien chez les nouveaux arrivants que chez les descendants d&#8217;immigr&#233;s : a) au niveau individuel; b)ou bien en tant qu&#8217;action collective pour r&#233;clamer des droits &#224; la diff&#233;rence ou des droits d&#8217;&#233;galit&#233;. La question centrale de ce dossier est la suivante : dans quelle mesure la question ethnique et les processus de valorisation ou au contraire les situations de discrimination sociale influencent les trajectoires, les opportunit&#233;s et les choix des jeunes dans ces deux pays? Le dossier &#8220;Jeunes et ethnicit&#233;&#8221; (IJSE 3-2018) vise &#224; explorer les relations inter-ethniques chez les jeunes en France et en Italie. Au moyen de 10 contributions issues d&#8217;analyses empirique et de r&#233;flexions th&#233;oriques propres &#224; la sociologie de l&#8217;&#233;ducation, une attention particuli&#232;re sera port&#233;e aux domaines de l&#8217;&#233;cole, de la famille, de l&#8217;insertion professionnelle et des relations amicales. Notre objectif est d&#8217;&#233;clairer les interrelations entre laquestion ethnique ou l&#8217;exp&#233;rience migratoire et les processus de participation sociale chez les jeunes avec un regard particulier pour l&#8217;&#233;cole. L&#8217;enjeu est de saisir le r&#244;le jou&#233; par l&#8217;ethnicit&#233; en tant que processus pour les m&#233;canismes qui peuvent amener &#224; la r&#233;ussite ou &#224; l&#8217;&#233;chec des projets et des ambitions des jeunes. La s&#233;lection des contributions sera &#233;galement attentive aux contextes d&#8217;analyse afin de faciliter la d&#233;marche comparative qui caract&#233;rise ce dossier.Les auteurs sont invit&#233;s &#224; proposer des contributions sur les th&#232;mes suivants:- parcours et trajectoires ethniquement marqu&#233;es &#224; l&#8217;&#233;cole (r&#233;ussite, exclusion, relations entre pairs, violences, harc&#232;lement);- distribution des opportunit&#233;s de formation et d&#8217;insertion professionnelle chez les jeunes natifs et d&#8217;origine immigr&#233;e (in&#233;galit&#233;s, discriminations);- effets du pluralisme culturel et religieux sur le corps enseignant, strat&#233;gies et dispositifs degestion (politiques de d&#233;s&#233;gr&#233;gation, programmes et dispositifs de sensibilisation, formation des &#233;quipes &#233;ducatives);- influences des appartenances ethniques sur les choix &#233;ducatifs et parcours de formation.Dates cl&#233;s7/01/2018: d&#233;lai d&#8217;envoi des propositions;A title and 250 word abstract should be sent to:maddalena.colombo@unicatt.it; alessandro.bergamaschi@unice.fr11/2/2018: retour des &#233;valuations (acceptation en l&#8217;&#233;tat, acceptation avec modifications, refus);&#160;6/05/2018: envoi des textes selon les consignes des experts&#160;30/06/2018: retour des textes pour derni&#232;re relecture01/09/2018: d&#233;lai pour l&#8217;envoi finalConsignes g&#233;n&#233;ralesTexte : Les articles devront &#234;tre structures de la mani&#232;re suivante: page de titre, auteur(s); r&#233;sum&#233;; mots cl&#233;s; texte ; mention des financeurs &#233;ventuels; r&#233;f&#233;rences; annexes.Langue : les articles seront soumis en Anglais, dans un style correct et concis. Si vous n&#8217;&#234;tes pas de langue maternelle anglaise,nous vous recommandons fortement de faire relire votre article par un professional avant soumission.Longeur du texte: les articles ne doivent pas exc&#233;der un nombre total de 10. 000mots.Veuillez vous r&#233;f&#233;rer aux indications sur notre site web :http://ijse.padovauniversitypress.it/manuscript_submission_formResponsables du num&#233;ro&#160;Maddalena Colombo, Universit&#224; Cattolica del Sacro cuore, Milano: maddalena.colombo@unicatt.itAlessandro Bergamaschi, Univerist&#233; de Nice Sophia-Antipolis: alessandro.bergamaschi@unice.fr Catherine Blaya, HEPL - Universit&#233; de Lausanne: Catherine.blaya@hepl.chBarbara-Fouquet Chauprade, Universit&#233; de Gen&#232;ve:&#160;Barbara.Fouquet-Chauprade@unige.chArgumentIn order to guarantee the same chances of success for all students, irrespective of their origins and belonging, the management of cultural and religious pluralism is one of the most important challenges of education systems today. In the European context, France and Italy represent two interesting and even emblematic case studies because of the differences in educational policies for the reception, insertion and management of immigrants and immigrant children&#8217;s. Despite these disparities, one element which is common to these two countries is the difficulty to manage this cultural pluralism, both from an individual point of view (representations, success rates, strategies of choice of pupils but also educational eams) who could trigger mechanisms of discrimination, and from the point of view of collective actors and institutions (school policies, public and private schools, government services). The ethnic dimension is a very widespread feature in all European countries. This issue will focus on the mechanisms of social construction that pre- exist its manifestation. Ethnicity is an hetero and self- differentiation process and represents:a)&#160; a resource for change or affirmation and success; b) a constraint or obstacle that can lead to forms of discomfort, that in the most extreme cases could undermine social cohesion itself. Depending on the interactions between the individual and socio-politico-cultural processes, the ethnic question may arise both among newcomers and immigrant descendants: a) in an individual register; b) as a collective action to claim rights to difference or equality rights.The main goal for this issue is to what extent do ethnic issues and the corresponding processes of social valorization and discrimination influence the trajectories, opportunities and choices of young people in these two countries?The issue "Youth and Ethnicity" (IJSE 3-2018) aims to explore inter-ethnic relations among young people in France and Italy. By 10 contributions about empirical analyzes and theoretical reflections specifics to sociology of education, particular attention will be devoted to the fields of school, family, professional integration and friendly (peer) relations. Our aim is to shed light on the interrelationship between the ethnic issue or the experience of emigration and the processes&#160;of social participation which characterize young people and, in particular, the schools. The challenge is to grasp the role played by ethnicity as a socially constructed process within the mechanisms that can lead to the success or failure of youth projects and ambitions. The selection of contributions will also be attentive to the analytical contexts in order to facilitate the comparative approach that characterizes this issue.Contributors are invited to send to send abstracts on the following topics:ethnic differences in school (success, peer relationships, violence and bullying);distribution of the training and working opportunities of young natives and of immigrant origin to comparison (inequality, discrimination, etc.);the effects of multiculturalism on the teaching body, and, more generally, on school organization (de-segregation policies, school curricula, teacher training,&#160;&#160;&#160;&#160;&#160; etc.)impacts of ethnic belonging on educational choices and management of school or juvenile discomfort.Guest editorsMaddalena Colombo, Universit&#224; Cattolica del Sacro cuore, Milano: maddalena.colombo@unicatt.it Alessandro Bergamaschi, Univerist&#233; de Nice Sophia-Antipolis: alessandro.bergamaschi@unice.fr Catherine Blaya, HEPL - Universit&#233; de Lausanne: Catherine.blaya@hepl.chBarbara-Fouquet Chauprade, Universit&#233; de Gen&#232;ve: Barbara.Fouquet-Chauprade@unige.chDeadlines7/01/2018: deadline for abstract proposal.A title and 250 word abstract should be sent to: maddalena.colombo@unicatt.it; alessandro.bergamaschi@unice.fr11/2/2018: communication of acceptance/refusal6/05/2018: delivery of the full paper30/06/2018:&#160; after blind review process, return of the text to the author01/09/2018: deadline for last draft.General guidelinesText: articles should be compiled in the following order: title page; author(s); abstract; keywords; main text (number of tables and figures cited in the article); acknowledgement; references; appendices.Language: articles must be in English. Writing should be concise and correct. If you are not a native English speaker, we strongly recommend that you have you article professionally edited before submission.Length: articles should be compiled in the following order: title; author(s); abstract; keywords; main text (tables, figures and illustrations on separate pages); acknowledgement; references; appendices. Length should not exceed 10.000 words.&#160;Please see on the website for more guidelines :http://ijse.padovauniversitypress.it/manuscript_submission_formPresentazioneTra le maggiori sfide avvertite oggi nei sistemi educativi c&#8217;&#232; l&#8217;aumento del grado di multiculturalismo, che segue allo sviluppo delle migrazioni, e alla mixit&#233; sociale e culturale delle seconde e terze generazioni. L&#8217;Italia e la Francia, pur confinanti, non hanno la medesima storia n&#233; seguono un identico approccio all&#8217;integrazione educativa dei figli di migranti Ci&#242; che accomuna queste due societ&#224; europee &#232; la crescente difficolt&#224; a gestire la diversit&#224;, sia dal punto di vista dei singoli (comportamenti, performances, processi di scelta ecc., di alunni e anche di educatori) , con il rischio di subire o innescare meccanismi discriminanti, sia dal punto di vista degli attori collettivi e dei policy maker (es. politiche scolastiche, servizi educativi pubblici e non, partner, enti di governo).Il fattore etnico &#232; una caratteristica diffusa ormai in ogni formazione sociale nel contesto europeo. In questo dossier ci focalizzeremo in particolare sui meccanismi di costruzione sociale che sottostanno alla manifestazione dell&#8217;etnicit&#224; nelle relazioni scolastiche. Essa pu&#242; dunque risultare, per i giovani che crescono in ambienti plurali dove avvengono processi di differenziazione e auto- differenziazione:a)&#160; un vincolo o impedimento;b)&#160;&#160; una risorsa di cambiamento, silenzioso oppure radicale e violento.In funzione delle interazioni tra le traiettorie individuali e i vincoli/opportunit&#224; a livello socio- politico, l&#8217;etnicit&#224; si pu&#242; esprimere, tanto nei figli di immigrati quanto nei nativi: a) individualmente;b) come azione collettiva, reclamando diritti alla differenza oppure alla parit&#224;.Ci chiediamo quindi: in quale misura il fattore etnico influenza la vita e le scelte giovanili nei due contesti? E in quale direzione?Il Numero monografico &#8220;Youth and Ethnicity&#8221; (IJSE 3-2018) intende esplorare le relazioni interetniche nel mondo giovanile in Italia e in Francia, con riguardo a scuola, famiglia, transizione al lavoro e ambienti dei pari, raccogliendo massimo 10 contributi di ricerca o di analisi teorica in sociologia dell&#8217;educazione,&#160;focalizzati sull&#8217;intreccio tra variabile etnica o esperienza migratoria e processi di crescita. La selezione avverr&#224; anche sulla base dell&#8217;area di studio, Italia,Francia&#160;(o&#160;entrambe)&#160;per&#160;facilitare&#160;la comparazione equilibrata tra i due Paesi.Gli autori sono chiamati a inviare abstract sui seguenti temi:differenze etniche a scuola (riuscita, relazioni tra pari, conflitti e bullismo);distribuzione delle opportunit&#224; formative e lavorative dei giovani nativi e di origine immigrata a confronto (ineguaglianza, discriminazione ecc.);effetti della multiculturalit&#224; sul corpo docente, e, pi&#249; in generale, sull&#8217;organizzazione scolastica (politiche di de-segregazione, curricolo scolastico, formazione dei docenti, ecc.);impatti delle culture etniche su scelte formative e gestione del disagio scolastico o giovanile.Deadlines7/01/2018: deadline per invio abstract,&#160;A title and 250 word abstract should be sent to: maddalena.colombo@unicatt.it; alessandro.bergamaschi@unice.fr11/2/2018: comunicazione dell&#8217;accettazione/rifiuto del contributo;6/05/2018: invio del paper;30/06/2018: termine del processo di blind review e ritorno del testo all&#8217;autore;01/09/2018: deadline per l&#8217;invio versione definitive;