In the aftermath of Mazzouna’s drama, where the collapse of a wall in a school has cost students’ lives, calls for strikes are multiplying in the ranks of teachers. But a dissonant voice has chosen another way: that of active dignity and gift.
“I’m not going to turn off. It is with these simple words that the testimony of a teacher begins, shared massively on social networks. Contrary to the dominant discourse, she refuses to enter into “sterile debates” with her colleagues or to yield to a form of indignation that she considers little constructive. Rather, she offers a strong gesture: “If you really want to grieve, I invite you to donate a working day to renovate our dilapidated public establishments. I will be the first to give. »»
Far from inaction or silence, this teacher affirms her desire to pay tribute differently. A minute of silence will be observed with his students. A tiredness recited in memory of the victims. And above all, a vibrant call to “work more” to honor students, present as absent. “The course is a sacred national duty,” she insists.
In a context marked by anger, this testimony proposes a form of ethical resistance: that of concrete commitment and the refusal of instrumentalization. “Those who surf on the tragedy to give themselves in spectacle do not represent me,” she says.
