Olivier Gosset is a teacher and president of the association of “Teachers for Children”.
On September 29, 2021 Jean-Michel Blanquer published a Circular addressed to all members of the educational community. Entitled "
For a better consideration of questions relating to gender identity in schools
", the latter elicited many comments. Some welcomed the fact that the school took charge of this problem affecting young people, while others were indignant at the possible consequences that the implementation of this text could induce. Few have seen that the latter, multiplying injunctions and contradictions, placed the school in the world of confusion.
What is indeed striking on reading this directive is the succession of contradictions made.
First of all, the Minister welcomes a school which protects a “
universalism which defines each one not by his identity but by his dignity as a human being
”.
At the same time, he affirms that "
transidentity is a fact which concerns the educational institution
".
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Likewise, the text specifies that "
the incongruence between the gender of birth and the lived gender does not constitute a psychiatric disorder or a pathology
".
However, the Minister calls on the World Health Organization to alert educational personnel on this issue.
Finally, the circular recalls that these difficulties each refer to “
their personal feelings
” and that they relate to “private life”.
However, it is she who asks the school, a public place par excellence, to take charge of these.
Reading Mr. Blanquer's text, we no longer really know if transidentity is a disorder or a fact, if the school must provide knowledge or care, if the mission of the State is to aim for the good of all or to watch over everyone's suffering.
Wanting to heal the wounds of suffering, the school goes out of its status and fails in its missions.
Olivier Gosset
To overcome these difficulties, the Minister asks his staff to multiply the tasks and adopt all postures. Thus, the teachers are called upon to show "
an attentive and benevolent listening allowing to respect the free choice of the pupil
". Likewise, they "
have a duty to accompany young people
" and "
to leave them the possibility of exploring a variety of paths
".
If they receive confidences, teachers must ensure "
respect for the principle of confidentiality
", even if it means refraining from "
communication with legal representatives
".
Finally, if the pupil wants to change his first name,
the school must replace the usual first name in a coherent and simultaneous manner in all documents relating to the internal organization
.
Multiple and injunctive, these recommendations make you dizzy.
The teacher is here called upon to be both attentive listener, tutor, substitute for parents and recording room for changes of civility.
The only question for which the school framework has any competence is that of grammatical gender.
Olivier Gosset
Aware of the burden that would then weigh on the school, the directive recommends that the latter enter into a “
collective and partnership approach
”. Under this beautiful name, we must understand that the institution, overwhelmed by a problem that it claims to resolve, accepts "
the assistance of associations, approved or contracted
". Here, the door opens and can enter who wants: the last limit that the school accepts to lift is that of its own sanctuary.
The Blanquer Circular marks a milestone in the policy pursued by National Education on issues related to sexuality and emotional life.
Wanting to heal the wounds of suffering, the school goes out of its status and fails in its missions.
Asking teachers to play all roles and calling for help from non-school organizations, the institution betrays the pact that binds it to the nation as well as to families.
Should it be remembered that
the Education Code
assigns as first objective to the school that of "the transmission of knowledge"? Should it be repeated that "the State" there "guarantees the educational action of families"? What about a school that would like to heal instead of teaching? What about teachers hiding heavy secrets from worried parents? What about a state structure that opens its doors to all comers? Getting lost in insoluble questions of identity, the institution here risks the loss of its identity. In this regard, the only question for which the school framework has any competence is that of grammatical gender. And it is to her that he would do well to come back if he wants to help: masculine and feminine are categories that are taught in the language so that they can then be reflected by the conscience.Let us first give our students the words which will then enable them to think about their ailments.
