Anne-Sophie Nogaret is a journalist and author of the essays entitled
From mammoth to Titanic, national diseducation
(2017, L'Artilleur)
and
French in spite of themselves, racialists, decolonialists, indigenists, those who want to deconstruct France
(2020, L'Artilleur) , co-written with Sami Biasoni.
To discover
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We learned on Tuesday February 27 from the press of the indictment of Sofian O., first grade teacher at the Jean-Pierre Timbaud school in Drancy, for terrorist criminal association with a view to preparing one or more crimes of attack. to people.
The facts with which he is accused: having translated and disseminated, possibly composed and performed, anachids: propaganda songs of the Islamic State thus constituting calls for jihad.
Sofian O. is young, he is 26 years old.
The information published in the press does not allow us to know whether he teaches as a school teacher or as a contract worker.
France in general and Seine-Saint-Denis in particular suffer from an endemic shortage of teachers, a number of contract workers are in fact hired to compensate for this lack: parents are quick to step up when teachers are absent, the penultimate Minister of National Education being no exception to the rule.
As for the rectors, they do not want to be noticed by the ministry.
They find themselves faced with the students of teachers holding a license, recruited on simple emergency criteria.
The license requirement, moreover, is variable, with the Validation of acquired experience (VAE) being able to grant the bac plus 3 level to people who have not gone through university.
Not knowing the status of Sofian O., nor the way in which he was recruited, I am simply mentioning this reality on the ground, which nevertheless has its importance since it is in this reality that his case takes place.
On what we do know, however, there is reason to wonder: whether Sofian O. is contractual or not, how was the National Education system able to recruit him, him whom intelligence had been monitoring for a long time for dissemination jihadist propaganda on social networks (the press mentions a message posted when he was 13 years old...)?
Him whose only “course” mentioned in the press is the passage, for three years all the same, by the European Institute of Human Sciences, an Islamist “institute” also under the intelligence radar, which provides courses in “Holy Koran , Muslim theology and Arabic language”?
And,
last but not least
, why continue to characterize the creation and dissemination of jihadist propaganda as a “weak signal”?
Yesterday's Islamist pupils and students have long since become teachers, CPE, principals, inspectors.
Anne-Sophie Nogaret
Sofian O. was monitored and indicted because advocating terrorism and calling for jihad are punishable by law.
The Brotherhood does not call for jihad, at least not openly, and always takes care to explain that the attacks are only the work of madmen and bad Muslims.
What about those, who are so much more numerous in education, primary, secondary and higher, than the jihadists, and who, remaining within the confines of legality, make a career there?
The media, politicians and public opinion tend to think that Islamism in schools comes almost exclusively from students.
What was valid around thirty years ago is no longer valid today: the Islamist pupils and students of yesterday have long since become teachers, CPE, principals, inspectors, whether or not they pass the competitive examination.
Youcef Brakni, founder of the Adama committee, which broadcasts a clearly Islamo-indigenist discourse, taught history.
Jamel El Hamri, a doctor in history who disseminates an oriented vision of his discipline, to say the least, as well.
Hanane Karimi, lecturer in sociology at Strasbourg (who, moreover, until she obtained her position, taught veiled at the same university without anyone finding fault with it), promotes the veil under covered in feminism and “empowerment” of Muslim women.
I myself have known colleagues who held competitive exams who did not display any external signs of Islamism, and who nevertheless spread the ideology of the Muslim Brotherhood to their students or colleagues.
Among teachers, we know that this or that senior official in National Education has difficulty with secularism.
These people have gone through the meritocratic system, and do not openly break the law.
However, they are located in an ideological continuum with Sofian O., pursuing the same objective (the Islamization of society with a view to the global caliphate) by other means, entryism, infiltration, influence.
As such, civil service allows them to act from institutions, while being employees of the State.
And as all totalitarianisms know, youth constitute an essential issue, being particularly permeable to indoctrination.
As such, education in the broad sense, that is to say school but also all leisure or childcare structures, is in the crosshairs of the Islamists, which they be jihadists or proponents of soft power, a marvelous lever of action which not only costs them nothing, but also keeps them alive.
The system has greatly benefited the Islamists, who have been able, through this, to create Brotherhood ecosystems that no one knows how to bring down anymore.
Anne-Sophie Nogaret
If the reasons which pushed Sofian O. and the Brotherhood towards teaching are coherent and understandable, those which led the institution to recruit them are on the other hand illegible.
No doubt because the reasons for the institution, precisely, have long no longer been based on rationality, but on very short-term, accounting and ideological interests.
The selection criteria governing recruitment competitions have changed, in particular to adapt to the drop in the level of students, itself following the host of ideologically determined reforms put in place for more than 40 years.
A very nebulous "pedagogical" test was thus created around thirty years ago, which over time took on increased importance and whose reason for being was not so much intellectual as to test the candidate's conformity. , and its ability to submit to ministerial doxa.
The increasingly ghostly persistence of teaching competitions barely masks the foreclosure of meritocracy, surreptitiously replaced by positive discrimination.
In concrete terms, the use of contract workers and temporary workers makes it possible (relatively) to satisfy the imperative of “a teacher in front of each class”, whatever the level or profile of the teacher, whether he or she was recruited by speed dating. or at Pôle-emploi.
The disappearance of rationality is the corollary of contempt for instruction and education, and therefore for children.
The system of contract workers (which dates back to the 1970s, under other names) results in an aberration which says a lot about the institution's respect for the school: in fact, those who fail the competitive exams teach.
Cheaper.
Let's be clear: passing the competitive examination does not guarantee being a good teacher, and there are some successful people among contract workers.
The system nevertheless greatly benefited the Islamists, who were able, through this means, to create Brotherhood ecosystems that no one knows how to bring down anymore.
Like this high school in a large provincial town, one of the largest in the academy in terms of number of students, where a proven Brother officiated who had recruited his friends and ensured that Muslim order reigned, particularly among young people. North African girls.
For a visible Sofian O., how many others continue to act without ever being countered?