HIBAPRESS-RABAT-OEJ
The hypothesis of a growth in non-legal departures from schooling and their supposed correlations with the “family crisis” or delinquency remain largely to be verified. Above all, the question arises of the definition and measurement of what is presented as relating to “unschooling”.
This generic type denomination could all the more achieve consensus as it would have the virtue of encompassing in a single nominal category various situations, poorly identified, but whose aggregation according to a fuzzy logic would be one of the conditions of its success ( Bourdieu, 1979).
It is clear that it appears to have little heuristic value for analyzing the multiple forms of school disruptions and the student profiles that accompany them, and that the administrative measure struggles to circumscribe the phenomenon.
But there is a rhetoric of the figure, which, even when it is at least imperfect, makes visible and establishes the naturalization of the phenomenon. In this sense, we can already speak of the construction of “unschooling”.
