UN RENOUVEAU DE LA PARTICIPATION ASSOCIATIVE ? L'engagement et le militantisme au sein du comité Attac Isère

1.1.2 Presentation of oneself

1.1.2.1 Fastening with popular education

The official publications describe Attac as «an association which wants to be a popular movement of education turned towards the action»^76(*). By this name the leaders wish to fall under the continuity of «associations and federations « histories », which was devoted to the formation with the citizenship during decades »^77(*). However, it would not only be a question of continuing but also of renewing the idea even popular education. Thus, Bernard Cassen judges that the movements of popular education «did not know to be articulated with the social movements of these last years which, them, want to be direct actors of the active citizenship, here and now, on the most various grounds.»^78(*). These movements « histories » would be in shift with the trade-union organizations, which are « as much of « schools » of citizenship » and with associations born of « social movement » (associations of unemployeds, of « homeless person », of « without-papers »)^79(*). This is why it suggests that Attac renews the forms of popular education by registering this one in the action and them « current fights ».  « originality of Attac would be to have joined together these three « mobilities » around an objective in which they all can be recognized : « to reconquer lost spaces of the democracy to the profit of the financial sphere »^80(*).

The reference to popular education being one of the principal characteristics of Attac, it is probable that it occupies an important place in the engagement of the members. However, during talks, very little of surveyed refers spontaneously to this set of themes. When inquired are questioned on this topic, the majority recognize that this reference is legitimate. However, the representations of what is popular education are very heterogeneous. Thomas perceives popular education as, above all, being intended to the not-members of association. It is a question, according to him, of informing people so that « they can then position ». Lionel thinks that it also makes it possible to the members to be formed. Popular education does not seem to have the impact that one could have waited on the engagement of the members. Indeed, inquired pay before all the topic to the militancy and the modes of action which association proposes. None evokes popular education as being a spring of its personal engagement. Luc observes, however, that he was already member of a popular association of education « who wanted to be also, turned towards the action ».

On the other hand, several people interviewed adopt a critical glance with respect to this reference. For example, Cecile, which estimates to know this set of themes owing to the fact that it has several experiments in the area the training with animation, considers that there is not «not really [one] filiation between the two ». François explains « that it would be necessary to find another thing like philosophy ». It acts, according to him, of a term too « intellectualist ». That amounts wanting « to carry the fine words » near the not-members. One can notice that those which legitimate this reference are those which one previously described as being « new » militant and which is for the majority of the disappointed individuals their preceding militant experiments. Contrary, those which criticize this reference appear as being militants « professionals ». One can suppose that the reference to popular education constitutes a fertile topic in favor of militant engagement because it makes it possible to propose a mode of militancy distinct from that which developed during the Eighties and which appeared further away from the concerns of the members^81(*).

Thomas: It is a means... of returning to the movements of popular education... It is a means of concentrating formation and to diffuse it so that precisely, people who want after taking part in movements of emancipation can, enriched by this information. If it is in this direction then yes, Attac takes part in the emancipation of the workers. After, for me, it will be necessary, one always returns to personal opinions, it will be necessary that people, once they have this information, whom they look around them [...] But it is initially necessary to start by precisely informing so that people can then position. And that it is a work which is gigantic, because one has opposite us the remainder of the media, what.

Lionel : I think that it is turned towards two groups. First of all towards we because we need a formation such as for example in economy. Very few people in association have an economic formation. But also towards people of outside in order to inform them.

Luc : One formed part, following 1968, of a movement which is called « New life » and which claimed Community personalism of Emmanuel Mounier. Community personalism, there are the word nobody, individual in it and one lives in a community [...] It was also a popular movement of education, which wanted to be also turned towards the action and it is at that time there, it was a very catholic movement, which resulted from the PSU at the time.

François: I know that Attac is asserted as that [a popular movement of education] but I am very afraid... For me to educate the base or the people... That can appear a little paradoxical for somebody who is communist or Marxist. I do not say that it is what Attac proposes but I think that it would be necessary to find another thing like philosophy. It is a simply intellectualist report/ratio with the thing, i.e. us them militant, and that they is as well grass-roots militants as the direction of Attac or the scientific Council, one will make a popular movement of education for the others and those which do not militate yet! It is also a vision of the world. There are those which carry the fine words. The others they do not wait until a thing it is to be educated to put itself in action. I think that there are other springs which make that people do not fight today.

Cecile : Attac asserts popular education but I do not see really filiation between the two. Attac it is nevertheless very political and that does not have large-thing to see with the movements of post-war period like the CEMEA.

This denomination was not present at the time of the constitution of association. It is only as from April 1999, that the popular term of education will be used to qualify association82(*). Since, Attac is constantly presented thus, in its official publications83(*) but also within the media84(*). It is then legitimate to wonder about the source of this « label ». It would answer waiting formulated by the members85(*). But it would also seem that one can explain this evolution starting from the personal position of the president of association. Indeed, Bernard Cassen seems very attached to the fact that Attac is a popular movement of education. He published an article in the Diplomatic World besides, in June 1997, in which it defended the idea of one « necessary recasting of popular education »86(*). It held to with it a speech identical to that which Attac diffuse in its documents. Why have wanted to hang up again Attac with this set of themes ? First of all, to qualify Attac of movement of « popular education » allows him to position in the line of a long associative past87(*). It registers it in a tradition and allows him to exceed the qualification of anti-mondialiste association. Moreover, by this reference, Attac joined « interest for bottom » - interest which constitutes, according to Jacques Ion, one of the principal attributes of the movements of popular education88(*). This affiliation would constitute a mode of presentation of the association which would have been adopted in order to modify perception and the representation of it. It is possible to see there a setting in scene of the image of association within the public sphere. It would act, using this work of « marketing », to attract new sympathies and to thus allow the progression of adhesions.

* ⁷⁶Cassen (Bernard), «  Attac  : initially to include/understand  », Popular Education  : the return of the Utopia, Politis, n°29, 02-03/2000, Except series, p. 39.

* ⁷⁷ Cf Attac, All on Attac, op.cit, p. 26.

* ⁷⁸ Ibid, p. 26.

* ⁷⁹ Ibid, p. 9.

* ⁸⁰ Ibid, p. 9.

* ⁸¹ This assumption would require more consequent developments which cannot be made here. However, this pleasing remark has to wonder at greater length about the registers of militancy which are proposed to the members.

* ⁸² Bernard Cassen indicates at the time of a conference  : «  the members, them, immediately found in the formula already quoted- a popular movement of education turned towards the action which fur proposed to them in April 1999 in the first number of our Ligne bulletin of Attac  ». Cassen (Bernard), «  We all are of learning, art.cit., p. 10.

* ⁸³ Cf, All on Attac, op.cit. p. 26.

* ⁸⁴ Christian testimony, which is a founder member of Attac, published an article devoted to Attac which was entitled «  Attac, the revival of popular education  ». Ginisty (Bernard), «  Attac, the revival of popular education  », Christian Testimony, 24/06/1999.

* ⁸⁵ Cassen (Bernard), «  We all are of learning, art.cit, p. 10.

* ⁸⁶ Cassen (Bernard), «  For associations «  citizens  » in catch on the social movement  », in the diplomatic World, 06/1997, p. 20.

* ⁸⁷ The publications of Attac frequently refer to the League of the teaching which is described, among associations of popular education, like «  the senior and the prototype  ». The league of teaching was created in 1866 per Jean Macé. She is presented like a defender of the republican idea since she supported the laws on teaching in 1882 and the laic laws of 1901, 1904 and 1905. Cf, All on Attac, op.cit, p. 9.

* ⁸⁸ «  What characterizes the educational movements (and that they name themselves of youth or «  of popular education  » is not indifferent), it is the taking into account specific of public which they tend to convert. What indeed distinguishes the majority from the movements, it is the interest for «  low  » [...]  » in Ion (Jacques), end of the militants, op.cit, p. 41.