Suchergebnisse

Ever since Independence in 1962, the army has played a critical role in the political life of Algeria. "The army's prominence is based on three factors: its historical legitimacy, the personal popularity and charisma of Colonel Houari Boumediene, and the army's populist discourse, which offered the prospect of a form of social and economic development oriented towards poverty alleviation. By the start of crisis in the 1980s, the historical legitimacy of the army had declined with the renewal of succeeding generations. Having failed to deliver on its promises, the populist discourse had also lost its credibility and influence.[1] From being based on the charismatic leadership of a popular figure, the Algerian regime evolved into a military oligarchy after the death of Boumédiene in 1978. The appointment of the notably uncharismatic and politically unambitious officer, Colonel Chadli Bendjedid, as President in 1978 was to lead the regime into a particularly violent period of crisis. In an effort to escape from this dead-end, the same regime that had appointed Bendjedid then nominated Abdelaziz Bouteflika as President. By doing so, the regime expressed the desire to turn back the clock and return to the successes of the past, by choosing in Bouteflika a former 'brother in arms' of Boumediene.

Ever since Independence in 1962, the army has played a critical role in the political life of Algeria. "The army's prominence is based on three factors: its historical legitimacy, the personal popularity and charisma of Colonel Houari Boumediene, and the army's populist discourse, which offered the prospect of a form of social and economic development oriented towards poverty alleviation. By the start of crisis in the 1980s, the historical legitimacy of the army had declined with the renewal of succeeding generations. Having failed to deliver on its promises, the populist discourse had also lost its credibility and influence.[1] From being based on the charismatic leadership of a popular figure, the Algerian regime evolved into a military oligarchy after the death of Boumédiene in 1978. The appointment of the notably uncharismatic and politically unambitious officer, Colonel Chadli Bendjedid, as President in 1978 was to lead the regime into a particularly violent period of crisis. In an effort to escape from this dead-end, the same regime that had appointed Bendjedid then nominated Abdelaziz Bouteflika as President. By doing so, the regime expressed the desire to turn back the clock and return to the successes of the past, by choosing in Bouteflika a former 'brother in arms' of Boumediene.

Ever since Independence in 1962, the army has played a critical role in the political life of Algeria. "The army's prominence is based on three factors: its historical legitimacy, the personal popularity and charisma of Colonel Houari Boumediene, and the army's populist discourse, which offered the prospect of a form of social and economic development oriented towards poverty alleviation. By the start of crisis in the 1980s, the historical legitimacy of the army had declined with the renewal of succeeding generations. Having failed to deliver on its promises, the populist discourse had also lost its credibility and influence.[1] From being based on the charismatic leadership of a popular figure, the Algerian regime evolved into a military oligarchy after the death of Boumédiene in 1978. The appointment of the notably uncharismatic and politically unambitious officer, Colonel Chadli Bendjedid, as President in 1978 was to lead the regime into a particularly violent period of crisis. In an effort to escape from this dead-end, the same regime that had appointed Bendjedid then nominated Abdelaziz Bouteflika as President. By doing so, the regime expressed the desire to turn back the clock and return to the successes of the past, by choosing in Bouteflika a former 'brother in arms' of Boumediene.

The history of the education's policies and the educational reforms of the Central African Republic remains particulary marked till now by a tremendous lack of academic research in the fiel of education sciences. This thesis underlines 120 years of the history of the policies and the schools reforms in Central African Republic since 1889. The thesis follows the ways State and Catholic Church historically collaborated during the past years in the field of school from the beginning up to 2009. During this period, the relationships with politics and schools as points of focus between the two institutions are analysed and explained. This thesis, undestanding the school as the place of mutual convergence of the energies and collaboration, tries to monitor, not only the evolution and the breaks between the State, the Church and the school, but also monitors the innovations we can discovert today as new orientations in the éducation policy through the concept of partnership. Our research put forward the new reconfiguration of Central African school with its transformations and its school policies wide opened to new actors than the only catholic schools with the concept of partnership. Finally, binding to the history of education that remained a long time unexplored, the research is based on the analysis of the public and private archives related to the school policies's evolution led out by the agenda of globalization ; L'histoire des politiques et des réformes éducatives en Centrafrique reste surtout marquée par un désert épistémologique et par une absence de recherches universitaires dans le domaine des sciences de l'éducation. Cette thèse revient sur les 120 ans de cette histoire depuis 1889. Elle retrace l'histoire de la collaboration entre l'État et l'Église dans le domaine scolaire depuis les débuts jusqu'en 2009. Au cours de cette période, les relations traversées par les questions politiques et scolaires entre les deux institutions sont analysées et expliquées. Cette thèse qui appréhende l'institution scolaire ...

The history of the education's policies and the educational reforms of the Central African Republic remains particulary marked till now by a tremendous lack of academic research in the fiel of education sciences. This thesis underlines 120 years of the history of the policies and the schools reforms in Central African Republic since 1889. The thesis follows the ways State and Catholic Church historically collaborated during the past years in the field of school from the beginning up to 2009. During this period, the relationships with politics and schools as points of focus between the two institutions are analysed and explained. This thesis, undestanding the school as the place of mutual convergence of the energies and collaboration, tries to monitor, not only the evolution and the breaks between the State, the Church and the school, but also monitors the innovations we can discovert today as new orientations in the éducation policy through the concept of partnership. Our research put forward the new reconfiguration of Central African school with its transformations and its school policies wide opened to new actors than the only catholic schools with the concept of partnership. Finally, binding to the history of education that remained a long time unexplored, the research is based on the analysis of the public and private archives related to the school policies's evolution led out by the agenda of globalization ; L'histoire des politiques et des réformes éducatives en Centrafrique reste surtout marquée par un désert épistémologique et par une absence de recherches universitaires dans le domaine des sciences de l'éducation. Cette thèse revient sur les 120 ans de cette histoire depuis 1889. Elle retrace l'histoire de la collaboration entre l'État et l'Église dans le domaine scolaire depuis les débuts jusqu'en 2009. Au cours de cette période, les relations traversées par les questions politiques et scolaires entre les deux institutions sont analysées et expliquées. Cette thèse qui appréhende l'institution scolaire ...

LANGSCAPE is a plurilingual and multicultural international research network on language acquisition and language education. The current research focus is on Identity Construction in Language Education. This volume summarizes some research results of the last four years by presenting empirical research projects as well as theoretical concepts. The contributions all deal with topics linked to plurilingualism or to certain aspects of the concept of multiliteracies like globalization, language policy, multiculturalism, multimodal communication processes, intercultural learning etc. The authors co

The article provides an overview of the main theoretical approaches to research on educational choices and anticipated labour-market opportunities from a gender perspective. It then presents the results of three quantitative analyses of secondary data. The objective is to help facilitate a complex understanding of the mechanisms of the reproduction of gendered social
structures. The genderedness of the social institutions in the education system and the labour market in relation to the socialising trends in the family is described in three parts: 1) gender segregation in employment in the context of segregation in education – the author shows that the horizontal dimension of these social institutions plays a more signifi cant role than the vertical dimension; 2) the factors that condition girls' and boys' educational aspirations and choice of schools – the author demonstrates how secondary school choices are gendered (though the analysis did not reveal the differences between the factors that infl uence girls' and boys' aspirations); 3) the factors that condition parents' educational and class aspirations for their sons and daughters – the author uncovers several aspects of the socialising effect of the reproduction of the two traditional career trajectories based on gender. In conclusion, the article answers the question of how structurally gendered expectations cohere with individual career trajectories, and based on the three analyses formulates questions for further research and offers a revised theoretical conceptualisation of gender as an analytical category.

Résumé L'article étudie les liens entre éducation, croissance et répartition dans une optique classique marxienne. Dans un premier temps, il expose les conceptions classiques marxiennes de l'éducation, de la croissance et de la répartition. Montrant à quel point ces idées sont pertinentes pour comprendre les économies capitalistes contemporaines, les auteurs développent un modèle dynamique simple de croissance et de répartition pour analyser les effets de l'éducation sur la rentabilité, l'accumulation, la répartition et la croissance.. JEL classification : B12, B14, B24, B51, E11, I20, O41