The C-Word: Rethinking Feminism

By Maeva Chargros

“Should we sign a contract before each sexual intercourse, now?! This is insane!”

Yes, indeed. It is definitely insane to think that a law recently passed in Sweden, placing consent at the core of any rape or sexual assault accusation, automatically forces all parties involved in a sexual act to draft and sign a legally binding contract prior to any intercourse involving penetration. The problem is that our society is unable to grasp a concept that should be the main driving force in any human interaction – professional, personal, intimate, or public. Before our birth, our life is shaped on the basis of this concept’s fragile survival.

This notion is the infamous C-word, consent, and it is crucial not only in our sexual life, but in more or less every single aspect of our lives. It shows up when you switch on your phone, when you commute to work, when you need medical care, when you walk in a park etc. It shows up when you have tea with friends, when you listen to music, when you visit an exhibition, when you purchased the phone or computer you are using to read this article. This is a factual statement. Here comes the opinion-motivated one: this concept, omnipresent and yet, paradoxically almost absent from our lives, is highly feminist and has a significant feminine character. Yet, men benefit from its existence more than women – this, again, is a factual statement based on statistics readily available by anyone interested in the topic.

Before going any further, I need to add an essential sentence, unfortunately. I hope one day, the sooner the better, this sentence will become obsolete. Please take into account while reading it that this article may contain sensitive information that could act as triggers for victims and survivors of sexual assaults. Continue reading “The C-Word: Rethinking Feminism”

REPORT: Shutting Down the Education in France

By Maeva Chargros

On February 5, 2019, a small secondary school hosting around 250 students was shut down for 24 hours. This was exceptional for multiple reasons: rarely do all teachers of a school in France choose to strike, and rarely do they receive a massive and unanimous support from the parents of the students, as well as from the local authorities. On this cold winter day, though, the junior high school Papire Masson was empty and teachers, parents and the mayor of the little town of St-Germain-Laval, Alain Berouda, gathered in front of its doors.[1] Known only by the few hundreds of people who actually need it, this secondary school recently learned that despite welcoming three more students and being part of the “inclusive education” framework, it would receive 58 hours less than the previous years from September 2019 onward. This very local situation has, unfortunately, repercussions at both national and European levels, besides directly impacting the lives of about 250 students between 11 and 15 years old.

The decision of allocating less hours to a high school that has among the best results of the Loire department at the national exam called “Brevet des écoles” (equivalent of GCSEs in the British system) can seem slightly puzzling at first sight. It becomes absolutely incomprehensible when realising that this secondary school has already the lowest number of hours allocated among schools with similar numbers of students in the department. The regional education authority of the Lyon (Académie de Lyon) area probably just made a regrettable mistake that will be rectified after the planned meeting between the regional school inspector, Mr Batailler, and representatives of the Papire Masson secondary school on February 19, 2019. At least, this is what teachers, parents and students altogether are hoping for, given what such a disastrous change would entail: a total of five teachers would not come back to teach in September 2019; two classes of 4th and 3rd grades (UK equivalent: Years 9 and 10) would disappear, leading to an increase of 50% of the number of students per class; projects involving students of all levels would have to be terminated; teachers would have to travel from one school to another across the entire department or even regional area. These are just a few examples of substantial consequences that can be explained in tangible ways. Less easy to observe is the impact on the quality of teaching, the ability of teachers to properly include and involve in their lessons students with disabilities coming from a nearby specialised institution, the difficulties to maintain this school’s overall excellent results at the national exam and to ensure all students get equal chances in their orientation choices. The latter is a chronic feature of the education management system in France; it recently sparked the interest of a high school student, Marie Ferté, who competed at the Concours de Plaidoiries in Caen (Normandy, France). Continue reading “REPORT: Shutting Down the Education in France”