Suchergebnisse

The Institute for History Researches in Vicenza has widened its field of work which, until that moment, it was "the other" Europe. The institute is undertaking a research project on abandoned childhood between East and West". This project, which involves, until now, Italy, Ukraine and Romania, was born from the idea that social services for underage in the past had important similarities: from these observations is possible to deduce that the phenomenon was not only a peculiarity of the Western word, but it was spread all over Europe. The hypothesis of work is to put in comparison the different realities, realizing a useful operation for the general historical comprehension. Nowadays, the possibility of a comparison among different areas represents indeed the opportunity to rebuild the long-term circulation of ideas existing in the first years of the 20th century, as it is demonstrated by the multiplying of the international congresses on charity and childhood from the last years of the 19th century. Having a look to the past, the comparison enables to understand how these similarities have been growing slowly, through which channels and exchanges, how much they were truthful and how much they were simulated and how much, indeed, after the October revolution, the two parties of Europe were keeping similar customs. In this perspective, the project aims to open a construction site of research to go in depth with the comparison, giving relevance, in this phase, after some initial considerations, to a couple of specific and at the same time wide themes. The first one is the exchange of concepts and practices from one point of Europe to the other. The paths of these exchanges have to be traced period by period, identifying different levels: the one carried over by books, by treatises, by mails etc, and the one carried over by people –kings, high prelates, intellectuals, officials, travellers and so on- as well. The second theme analysed in the research, suggested by several studies conducted on social services realities in Italy, is born observing that institutes for underage were at the centre of a complex net of social, economic and political relationships with the territory. The reconstruction of this net and its evolution over the centuries enables to better understand the origin of the great variety of solutions adopted at the local level. Different and variable were the beneficiaries, different and variable were the welcoming habits and the organization of the social services, as well as there were different and variable perspectives of social re-integration, which had to conform, for example, to the productive transformations and the government projects. The idea supporting the research is to build a geographic history that helps to understand if and how the "models" preferred from time to time were consistent with the economic and social context in which the institutes were re-integrating their attendees, after having welcomed them. The scientific committee of the project is, at present time, composed by: Francesca Lomastro, from the Institute for history researches of Vicenza, Italy; Ioan Aurel Pop, from Cluj-Napoca University, Romania; Flores Reggiani, from the University of the Studies of Milan, Italy; Yuriy Shapoval, from the Sciences Academia of Kiev, Ukraine.

At the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood's languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric "science of the child". Gradual-ly, the young child becomes a "cultural object". Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic's nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of "school failure" appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an "ideal customer": by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, ...

At the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood's languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric "science of the child". Gradual-ly, the young child becomes a "cultural object". Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic's nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of "school failure" appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an "ideal customer": by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, socialization among peers, family socializations, children material and symbolic culture (i.e. playful, fictional, graphic, alphabetical and reading culture, "school traditions", legitimate culture). It reveals how the unequal distribution of these language products structures social rela-tions (both class & gender) between children at nursery school, at the crossroads between school acculturation and peer language. It reproduces social structure. The study concludes that the dif-ferential functions of nursery school are structured around both a real curriculum, (which part of the working class is comfortable with), and a hidden reflexive curriculum, (i. e. as a principal of extended literacy). This latter one belongs to social groups with education resources (i. e. middle class) and is the legitimate object of the professional intervention field in early literacy. Finally, the thesis shows that language established as a priority in order to reduce school inequalities actually perpetuates school domination. It happens through the pedagogical domination imposed by the norms entrepreneurs on the early language socialization's agents. ; À la fin du XXe siècle, l'école maternelle française est devenue l'école du langage pour toute une tranche d'âge, la petite enfance scolaire, afin de réduire les inégalités scolaires devant l'école. Or le langage, tout comme l'enfance, ne sont pas uniques et uniformes car ils sont socialement variables. La thèse interroge le primat du langage à l'école maternelle d'un double point de vue. Comment des enfances socialement différenciées sont-elles saisies par la norme du langage scolaire, un langage inscrit dans la culture écrite ? Quels sont les langages de l'enfance et quels rap-ports entretiennent-ils ? En prenant pour objet les primes socialisations langagières, la thèse étudie la socialisation plurielle et la différenciation sociale de la petite enfance scolarisée. L'analyse socio-historique montre que le primat du langage à l'école maternelle vient d'une attention sociale au jeune enfant. Après s'être portée sur son corps fragile, elle a investi ses productions symboliques, révélées par une « science de l'enfant » ethnocentrique. Progressivement, le jeune enfant devient un « objet culturel ». Au XIXe siècle, ce processus se situe dans les fractions instruites et dominantes de la bourgeoisie et de l'aristocratie, et les femmes de ces milieux investissent la petite enfance. Une première pédagogie du langage s'invente, au moins idéalement, dans l'école maternelle de la IIIe République qui voulait former un citoyen raisonnable. Mais c'est dans la deuxième moitié du XXe siècle que le langage devient une question scolaire, quand le problème social de l'« échec scolaire » surgit avec la massification. Un champ d'intervention professionnelle se constitue et impose des contenus et des pratiques légitimes. Entrepreneur de la littératie précoce, il véhicule les normes pédagogiques et les attentes de la bourgeoisie cultivée autour d'un « client idéal » : une définition élitiste du jeune enfant, qui présuppose son autonomie politique et cognitive. L'enquête ethnographique décrit des primes socialisations plurielles à la rencontre de plusieurs instances et leurs produits socialement différenciés : l'acculturation scolaire, la socialisation entre pairs, les socialisations familiales, la culture matérielle et symbolique de l'enfance (i. e. culture lu-dique et fictionnelle, culture graphique, alphabétique et lectorale, « traditions scolaires », culture légitime). Elle dévoile comment l'inégale distribution de ces produits langagiers structure des rapports sociaux (de classe et de genre) entre enfants au croisement de l'acculturation scolaire et d'un langage entre pairs. Elle reproduit la structure sociale. L'enquête conclut à une reconfigura-tion des fonctions différentielles de l'école maternelle : autour d'un curriculum réel, duquel une partie des milieux populaires est proche, et d'un curriculum caché, secondarisé, présupposant la réflexivité. Celui-ci est l'apanage des milieux dotés en ressources scolaires et l'objet légitime du champ d'intervention professionnelle de la littératie précoce. Finalement, la thèse montre que la priorité accordée au langage à l'école maternelle au nom de la réduction des inégalités scolaires perpétue la domination scolaire. Elle se réalise par la domination pédagogique que les entrepre-neurs et les entrepreneuses de normes exercent sur les agents des primes socialisations.

At the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood's languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric "science of the child". Gradual-ly, the young child becomes a "cultural object". Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic's nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of "school failure" appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an "ideal customer": by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, socialization among peers, family socializations, children material and symbolic culture (i.e. playful, fictional, graphic, alphabetical and reading culture, "school traditions", legitimate culture). It reveals how the unequal distribution of these language products structures social rela-tions (both class & gender) between children at nursery school, at the crossroads between school acculturation and peer language. It reproduces social structure. The study concludes that the dif-ferential functions of nursery school are structured around both a real curriculum, (which part of the working class is comfortable with), and a hidden reflexive curriculum, (i. e. as a principal of extended literacy). This latter one belongs to social groups with education resources (i. e. middle class) and is the legitimate object of the professional intervention field in early literacy. Finally, the thesis shows that language established as a priority in order to reduce school inequalities actually perpetuates school domination. It happens through the pedagogical domination imposed by the norms entrepreneurs on the early language socialization's agents. ; À la fin du XXe siècle, l'école maternelle française est devenue l'école du langage pour toute une tranche d'âge, la petite enfance scolaire, afin de réduire les inégalités scolaires devant l'école. Or le langage, tout comme l'enfance, ne sont pas uniques et uniformes car ils sont socialement variables. La thèse interroge le primat du langage à l'école maternelle d'un double point de vue. Comment des enfances socialement différenciées sont-elles saisies par la norme du langage scolaire, un langage inscrit dans la culture écrite ? Quels sont les langages de l'enfance et quels rap-ports entretiennent-ils ? En prenant pour objet les primes socialisations langagières, la thèse étudie la socialisation plurielle et la différenciation sociale de la petite enfance scolarisée. L'analyse socio-historique montre que le primat du langage à l'école maternelle vient d'une attention sociale au jeune enfant. Après s'être portée sur son corps fragile, elle a investi ses productions symboliques, révélées par une « science de l'enfant » ethnocentrique. Progressivement, le jeune enfant devient un « objet culturel ». Au XIXe siècle, ce processus se situe dans les fractions instruites et dominantes de la bourgeoisie et de l'aristocratie, et les femmes de ces milieux investissent la petite enfance. Une première pédagogie du langage s'invente, au moins idéalement, dans l'école maternelle de la IIIe République qui voulait former un citoyen raisonnable. Mais c'est dans la deuxième moitié du XXe siècle que le langage devient une question scolaire, quand le problème social de l'« échec scolaire » surgit avec la massification. Un champ d'intervention professionnelle se constitue et impose des contenus et des pratiques légitimes. Entrepreneur de la littératie précoce, il véhicule les normes pédagogiques et les attentes de la bourgeoisie cultivée autour d'un « client idéal » : une définition élitiste du jeune enfant, qui présuppose son autonomie politique et cognitive. L'enquête ethnographique décrit des primes socialisations plurielles à la rencontre de plusieurs instances et leurs produits socialement différenciés : l'acculturation scolaire, la socialisation entre pairs, les socialisations familiales, la culture matérielle et symbolique de l'enfance (i. e. culture lu-dique et fictionnelle, culture graphique, alphabétique et lectorale, « traditions scolaires », culture légitime). Elle dévoile comment l'inégale distribution de ces produits langagiers structure des rapports sociaux (de classe et de genre) entre enfants au croisement de l'acculturation scolaire et d'un langage entre pairs. Elle reproduit la structure sociale. L'enquête conclut à une reconfigura-tion des fonctions différentielles de l'école maternelle : autour d'un curriculum réel, duquel une partie des milieux populaires est proche, et d'un curriculum caché, secondarisé, présupposant la réflexivité. Celui-ci est l'apanage des milieux dotés en ressources scolaires et l'objet légitime du champ d'intervention professionnelle de la littératie précoce. Finalement, la thèse montre que la priorité accordée au langage à l'école maternelle au nom de la réduction des inégalités scolaires perpétue la domination scolaire. Elle se réalise par la domination pédagogique que les entrepre-neurs et les entrepreneuses de normes exercent sur les agents des primes socialisations.

Income has been increasingly criticized as an indicator of childhood living conditions, especially at young ages. In this paper, we present a picture of poverty and multi-dimensional deprivation of children in France, around the time of their birth and during the first year of life. To do so, we use both an income poverty measure as well as a multiple deprivation approach, applied to a nationally representative survey of over 18,000 children born in France in 2011 (the Elfe cohort). We examine four dimensions of children's daily lives : material conditions ; parenting ; housing conditions ; and extreme housing conditions. Our results show that income poverty does not always overlap with deprivation : some children live in income-poor households without being deprived in the dimensions we study, and vice versa. Notably, we find only a small overlap between extreme housing deprivation or parental involvement and income poverty. Furthermore, we show that the population groups most at risk of deprivation in early life vary according to the dimension considered, and are distinct from the determinants of income poverty. For example, while single motherhood is the main driver of income poverty, it is not associated with an increased risk of housing deprivation nor with low parental involvement, when other socio-demographic characteristics are controlled for. This approach therefore adds more precision and nuance to our understanding of child poverty at very young ages in France.

This paper raises awareness concerning the education gap between Aboriginal youth and the non-Aboriginal youth population in Canada. It argues that the historical consequences of colonialism that resulted in diminished sense of self-worth, self-determination, and culture have placed Aboriginals at the low-end of the socio-economic strata. This continuing phenomenon has meant that Aboriginal youth perform far worse than non- Aboriginals in terms of their ability to obtain higher education and employment. Given this, using welfare-state theory and Indigenous-based theory I argue that early-childhood education which is culturally sensitive to the needs of Aboriginal children and controlled by Aboriginal communities will help to remedy and close the education gap between Aboriginal and non-Aboriginal youth. The paper concludes with solutions to rectify the situation in Canada. Specifically, it discusses the current government initiative, Aboriginal Head Start (AHS), that has been making significant strides throughout the Aboriginal community.Key words: Self-determination, culturally appropriate, Aboriginal control ; Cet article vise à sensibiliser la population sur le faible niveau d'instruction chez les jeunes autochtones au Canada et suggère comment la situation pourrait être améliorée. Il soutient que les conséquences historiques du colonialisme, qui a abouti à la diminution du sentiment d'estime de soi, d'auto-détermination, et du sens de la culture, ont placé les autochtones au bas de l'échelle socio-économique. Une des conséquences de ce phénomène continue est que les jeunes autochtones réussissent moins bien que les non- autochtones en termes de leurs capacités à obtenir une éducation supérieure et un emploi. Compte tenu de cela, en utilisant la théorie de l'État-providence et la théorie autochtone, je soutiens qu'une éducation préscolaire culturellement sensible et adaptée aux besoins des enfants autochtones, et contrôlée par les communautés autochtones, permettrait de réduire et ...

International audience ; In the highly feminised sector of early childhood care, practitioners prefer, without necessarily being aware of it, to work with mothers without always acknowledging fathers as essential partners in coeducation. As a result, fathers might not be recognized, nor supported in parental roles they play. In response to this problematic documented in literature, an action research aimed at identifying enabling levers (Pirard, 2021) was carried out from November 2018 to December 2020 with the support of ONE Academy. This article shows how other ways of doing and thinking about childcare have been developed within the framework of a system involving childcare practitioners, political and administrative decision-makers and researchers. It questions the notion of a system that is part of a culture of professionalisation (Pirard et al., 2018), based on a hypothesis of joint transformation of actors and educational practices at different levels of responsibility in a competent system (Urban et al., 2012). The research shows how both the accompanier and the accompanied subjects are trained and transformed, questioning the meaning of a shared expertise in accompaniment. ; Sans en avoir vraiment conscience, dans les services très féminisés de la petite enfance, les professionnels 1 privilégient le travail avec les mères des enfants qu'ils accueillent, sans toujours reconnaître les pères comme des partenaires essentiels de la coéducation. En conséquence, ces pères risquent de n'être ni reconnus ni soutenus dans les fonctions qu'ils assurent. En réponse à ce problème, documenté dans la littérature, une recherche-action mise en place pour identifier les leviers porteurs (Pirard et al., à paraître) a été menée de novembre 2018 à décembre 2020 avec le soutien de l'ONE Academy. Cet article montre comment ont pu se développer d'autres manières de faire et de penser l'accueil dans le cadre d'un dispositif impliquant conjointement des professionnels des services de la petite enfance, des encadrants ...

Marguerite Duras (1914-1996) and Eileen Chang (1920-1995), two women writers of the 20th century show specific sources for their inspiration : Duras – was from Indochina, and Chang – was from Shanghai; childhood and family experiences offer the background of most of their works. The worlds they describe are consequently defined by pain and suffering – either individual or collective. The family theme prevails in the works of both writers. It allows to offer a psychoanalytic reading of many of their novels of each writer, and to comment them by reference to the family romance which characterizes Duras and Chang. But childhood, family secrets, importance of the mother image, etc., are not the only background of Duras and Chang's works. Both writers were fully aware of the political and social conditions which prevailed, and of the women's situation. Consequently, the psychoanalytic reading of both writers should not neglect these conditions and the lucidity of both writers. This reading should account for the connection between the family history of both writers and their ability to address broader issues. ; Marguerite Duras (1914-1996) et Eileen Chang (1920-1995), deux écrivaines du 20e siècle, ont des sources spécifiques d'inspiration : Duras, née en Indochine ; Chang, née à Shanghai. Enfance et expérience familiale constituent l'arrière-plan de la plupart de leurs œuvres. Les mondes que décrivent ces œuvres sont, en conséquence, définies par la douleur et par la souffrance – soit personnelle, soit collective. Le thème familial l'emporte dans les romans de chacun des écrivains. Il permet d'offrir une lecture psychanalytique de bien des romans des deux écrivains, et de les commenter selon le roman familial qui caractérise Duras et Chang. Mais l'enfant et les secrets de la famille, l'importance de l'image de la mère, ne sont pas le seul arrière-plan de l'œuvre de Duras et de Chang. Les deux écrivaines sont conscientes des conditions sociales et politiques qui prévalent et de la situation des femmes. En ...

Marguerite Duras (1914-1996) and Eileen Chang (1920-1995), two women writers of the 20th century show specific sources for their inspiration : Duras – was from Indochina, and Chang – was from Shanghai; childhood and family experiences offer the background of most of their works. The worlds they describe are consequently defined by pain and suffering – either individual or collective. The family theme prevails in the works of both writers. It allows to offer a psychoanalytic reading of many of their novels of each writer, and to comment them by reference to the family romance which characterizes Duras and Chang. But childhood, family secrets, importance of the mother image, etc., are not the only background of Duras and Chang's works. Both writers were fully aware of the political and social conditions which prevailed, and of the women's situation. Consequently, the psychoanalytic reading of both writers should not neglect these conditions and the lucidity of both writers. This reading should account for the connection between the family history of both writers and their ability to address broader issues. ; Marguerite Duras (1914-1996) et Eileen Chang (1920-1995), deux écrivaines du 20e siècle, ont des sources spécifiques d'inspiration : Duras, née en Indochine ; Chang, née à Shanghai. Enfance et expérience familiale constituent l'arrière-plan de la plupart de leurs œuvres. Les mondes que décrivent ces œuvres sont, en conséquence, définies par la douleur et par la souffrance – soit personnelle, soit collective. Le thème familial l'emporte dans les romans de chacun des écrivains. Il permet d'offrir une lecture psychanalytique de bien des romans des deux écrivains, et de les commenter selon le roman familial qui caractérise Duras et Chang. Mais l'enfant et les secrets de la famille, l'importance de l'image de la mère, ne sont pas le seul arrière-plan de l'œuvre de Duras et de Chang. Les deux écrivaines sont conscientes des conditions sociales et politiques qui prévalent et de la situation des femmes. En conséquence, une lecture psychanalytique des deux écrivaines ne doit pas ignorer ces conditions et la lucidité de chacune des écrivaines. Il doit rendre compte du lien entre l'histoire familiale et l'aptitude des deux écrivaines à traiter de questions plus larges.

L'asthme est une maladie chronique respiratoire qui toucherait en France plus de 4 millions de personnes. Cette maladie inflammatoire des bronches entraîne une gêne respiratoire qui peut en cas de crise sévère entraîner l'arrêt respiratoire et l'urgence vitale. Son traitement quotidien et de crise est pris par inhalateur via la cavité orale ce qui nous pousse à nous interroger sur l'impact que peut avoir l'asthme et ses traitements sur la santé bucco-dentaire. Dans un premier temps nous analyserons l'impact de l'asthme sur les problèmes de santé bucco-dentaire suivants : l'érosion, la candidose orale et la gingivite. Puis nous nous proposons de réaliser une étude systématique de la littérature focalisée sur l'impact de l'asthme et de ses traitements sur l'apparition des lésions carieuses. En effet, la maladie carieuse étant la maladie chronique la plus répandue à ce jour, démontrer une association, soulignerait l'importance de la prévention bucco-dentaire pour les patients asthmatiques tant en termes de pratique clinique que de politique de santé publique.

L'asthme est une maladie chronique respiratoire qui toucherait en France plus de 4 millions de personnes. Cette maladie inflammatoire des bronches entraîne une gêne respiratoire qui peut en cas de crise sévère entraîner l'arrêt respiratoire et l'urgence vitale. Son traitement quotidien et de crise est pris par inhalateur via la cavité orale ce qui nous pousse à nous interroger sur l'impact que peut avoir l'asthme et ses traitements sur la santé bucco-dentaire. Dans un premier temps nous analyserons l'impact de l'asthme sur les problèmes de santé bucco-dentaire suivants : l'érosion, la candidose orale et la gingivite. Puis nous nous proposons de réaliser une étude systématique de la littérature focalisée sur l'impact de l'asthme et de ses traitements sur l'apparition des lésions carieuses. En effet, la maladie carieuse étant la maladie chronique la plus répandue à ce jour, démontrer une association, soulignerait l'importance de la prévention bucco-dentaire pour les patients asthmatiques tant en termes de pratique clinique que de politique de santé publique.