On the basis of long-term observations, this article will analyze the practices of secondary school teachers who use a social network with their students. The presentation of the results will enable us to add some nuance to the oft-heard claim that adolescents are increasingly on social media. On the contrary, these tools can encourage the fantasy that teachers are omnipotent and omnipresent. In some, they can also contribute to a confusion between private space and the professional sphere.
This article starts with the case of an adolescent who refuses instruction, and shows how this refusal may be sustained by a need to preserve an identity that is called into question by the teachings. It will show the extent to which educational transmission can cause in the recipient a reorganization of identity the originality of which is therefore in doubt.
Adolescence, 2017, 35, 2, 371-379.
Revue semestrielle de psychanalyse, psychopathologie et sciences humaines, indexée AERES au listing PsycINFO publiée avec le concours du Centre National du Livre et de l’Université de Paris Diderot Paris 7