Éducation, travail, précarité: lectures sociologiques, 1996 - 2006
In: Logiques sociales
In: Logiques sociales
The research hypothesis that organizes our work can be summarized as follows: medicine and education, which share the same epistemological status of theories- practices, within the meaning of Durkheim (1911), are producers of knowledge on development and mental functioning child, from the practices they deploy in the social field. Our object is to follow the social and historical conditions in which these "practices of the human spirit" (Gauchet and Swain, 1980) become visible because sustain by institutions and disciplines that open to a diversified and competitive professionalization arbitrated by the state. Originally, reflective analysis of our specialist teacher then responsible for health and social services, was themed according to two levels of questions: one concerns the social shaping issues of trainability children long known as "inadequate"; the other dynamics of professional practices and their arrangements through the intersection of school, educational and nursing institutions. This results in a new light continuities and discontinuities in the development of public education policies for outsized children since the concept of development of the early twentieth century than in the inclusion today put forward to deal with the disability. The combination of socio-historical study of special education and the contributions of the sociology of professions allows us to consider the process of professionalization in their historical thickness, eg the evolution of teacher professional identity before the new requirement for education of disabled students. More fundamentally we emerging issues related to the legitimacy of professionalities between secular and scholarly knowledge. ; L'hypothèse de recherche qui organise nos travaux peut être synthétisée ainsi : la médecine et la pédagogie, qui partagent le même statut épistémologique de théories-pratiques, au sens de Durkheim (1911), sont productrices de savoirs sur le développement et le fonctionnement psychique de l'enfant, à partir des pratiques ...
BASE
The research hypothesis that organizes our work can be summarized as follows: medicine and education, which share the same epistemological status of theories- practices, within the meaning of Durkheim (1911), are producers of knowledge on development and mental functioning child, from the practices they deploy in the social field. Our object is to follow the social and historical conditions in which these "practices of the human spirit" (Gauchet and Swain, 1980) become visible because sustain by institutions and disciplines that open to a diversified and competitive professionalization arbitrated by the state. Originally, reflective analysis of our specialist teacher then responsible for health and social services, was themed according to two levels of questions: one concerns the social shaping issues of trainability children long known as "inadequate"; the other dynamics of professional practices and their arrangements through the intersection of school, educational and nursing institutions. This results in a new light continuities and discontinuities in the development of public education policies for outsized children since the concept of development of the early twentieth century than in the inclusion today put forward to deal with the disability. The combination of socio-historical study of special education and the contributions of the sociology of professions allows us to consider the process of professionalization in their historical thickness, eg the evolution of teacher professional identity before the new requirement for education of disabled students. More fundamentally we emerging issues related to the legitimacy of professionalities between secular and scholarly knowledge. ; L'hypothèse de recherche qui organise nos travaux peut être synthétisée ainsi : la médecine et la pédagogie, qui partagent le même statut épistémologique de théories-pratiques, au sens de Durkheim (1911), sont productrices de savoirs sur le développement et le fonctionnement psychique de l'enfant, à partir des pratiques qu'elles déploient dans le champ social. Notre objet consiste à suivre les conditions sociales et historiques dans lesquelles ces " pratiques de l'esprit humain " (Gauchet et Swain, 1980) deviennent visibles parce que portées par des institutions et des disciplines qui les ouvrent à une diversification et une professionnalisation concurrentielle, arbitrée par l'Etat. A l'origine, l'analyse réflexive de notre parcours d'enseignant spécialisé puis de responsable de dispositifs médico-sociaux, s'est thématisée selon deux ordres de questionnement : l'un concerne la mise en forme sociale des questions d'éducabilité des enfants longtemps dits " inadaptés " ; l'autre la dynamique des pratiques professionnelles et de leurs agencements à travers le croisement des institutions scolaires, éducatives et soignantes. Il en résulte un éclairage original des continuités et ruptures dans l'élaboration des politiques éducatives publiques en direction des enfants hors normes : depuis la notion de perfectionnement du début du XXème siècle à celle de l'inclusion aujourd'hui mise en avant pour traiter du handicap. La combinaison de l'étude socio-historique de l'éducation spéciale et les apports de la sociologie des professions nous permet d'envisager les processus de professionnalisation dans leur épaisseur historique : par exemple l'évolution de l'identité professionnelle enseignante devant l'exigence nouvelle de scolarisation des élèves handicapés. Plus fondamentalement nous faisons émerger les enjeux liés à la légitimité des professionnalités entre savoirs profanes et savants.
BASE
In: Collection "Le sens commun"
In: Collection Educations et sociétés
In: Exploration
In: Recherches en sciences de l'éducation
In: Jeune Afrique, Band 35, S. 50-52
Critical of the controversial book "The bell curve: intelligence and class structure in American life," by Charles Murray and Richard Herrnstein.
Since the beginning of the Eighties, the measures implemented by the city's politics and the arrangement of the child's time, and more recently, in the social cohesion laws designed to orient and plan the reorganisation of the school system, have been powerful means allowing the emergence of local educational projects controlled by the communes. These projects are developed within an institutional context in perpetual movement, tangled up with multiple concerns, and are characteristically implemented outside the school time. Knowing that the local nature of these projects is strongly valued, by the State as well as by the communes, this thesis considers "the local educational" as the system that these local educational projects form as a whole. It deals with general information and identifies profound changes to understand and assess the impact of their emergence on the public action at the educational level, which addresses the free time of the children and the teenagers. This thesis is presented in four parts. The first, entitled "The factory of the educational room: from youth movements to the local educational projects" is made up of three chapters and deals with the sociogenealogy of the local educational, successively considered from the point of view of associations, of the State and of the communes. The second part is titled "To get close to the actors. The investigation and its means". It is made up of only one chapter, presents the epistemology and methodologies of the investigation. This investigation, carried out on a nationalscale, mobilizes observations, a document review, about forty interviews, and a survey completed by 630 professionals in the field. The third part, "The local educational as field of action" considers two categories of actors: elected officials and the professionals who are each the topic of one chapter. Lastly, a fourth section analyses "The educational prospects", in two parts. First, chapter 7 explores how the local educational projects are developed. It deals with the ...
BASE
Since the beginning of the Eighties, the measures implemented by the city's politics and the arrangement of the child's time, and more recently, in the social cohesion laws designed to orient and plan the reorganisation of the school system, have been powerful means allowing the emergence of local educational projects controlled by the communes. These projects are developed within an institutional context in perpetual movement, tangled up with multiple concerns, and are characteristically implemented outside the school time. Knowing that the local nature of these projects is strongly valued, by the State as well as by the communes, this thesis considers "the local educational" as the system that these local educational projects form as a whole. It deals with general information and identifies profound changes to understand and assess the impact of their emergence on the public action at the educational level, which addresses the free time of the children and the teenagers. This thesis is presented in four parts. The first, entitled "The factory of the educational room: from youth movements to the local educational projects" is made up of three chapters and deals with the sociogenealogy of the local educational, successively considered from the point of view of associations, of the State and of the communes. The second part is titled "To get close to the actors. The investigation and its means". It is made up of only one chapter, presents the epistemology and methodologies of the investigation. This investigation, carried out on a nationalscale, mobilizes observations, a document review, about forty interviews, and a survey completed by 630 professionals in the field. The third part, "The local educational as field of action" considers two categories of actors: elected officials and the professionals who are each the topic of one chapter. Lastly, a fourth section analyses "The educational prospects", in two parts. First, chapter 7 explores how the local educational projects are developed. It deals with the ...
BASE
Since the beginning of the Eighties, the measures implemented by the city's politics and the arrangement of the child's time, and more recently, in the social cohesion laws designed to orient and plan the reorganisation of the school system, have been powerful means allowing the emergence of local educational projects controlled by the communes. These projects are developed within an institutional context in perpetual movement, tangled up with multiple concerns, and are characteristically implemented outside the school time. Knowing that the local nature of these projects is strongly valued, by the State as well as by the communes, this thesis considers "the local educational" as the system that these local educational projects form as a whole. It deals with general information and identifies profound changes to understand and assess the impact of their emergence on the public action at the educational level, which addresses the free time of the children and the teenagers. This thesis is presented in four parts. The first, entitled "The factory of the educational room: from youth movements to the local educational projects" is made up of three chapters and deals with the sociogenealogy of the local educational, successively considered from the point of view of associations, of the State and of the communes. The second part is titled "To get close to the actors. The investigation and its means". It is made up of only one chapter, presents the epistemology and methodologies of the investigation. This investigation, carried out on a nationalscale, mobilizes observations, a document review, about forty interviews, and a survey completed by 630 professionals in the field. The third part, "The local educational as field of action" considers two categories of actors: elected officials and the professionals who are each the topic of one chapter. Lastly, a fourth section analyses "The educational prospects", in two parts. First, chapter 7 explores how the local educational projects are developed. It deals with the ...
BASE
Since the beginning of the Eighties, the measures implemented by the city's politics and the arrangement of the child's time, and more recently, in the social cohesion laws designed to orient and plan the reorganisation of the school system, have been powerful means allowing the emergence of local educational projects controlled by the communes. These projects are developed within an institutional context in perpetual movement, tangled up with multiple concerns, and are characteristically implemented outside the school time. Knowing that the local nature of these projects is strongly valued, by the State as well as by the communes, this thesis considers "the local educational" as the system that these local educational projects form as a whole. It deals with general information and identifies profound changes to understand and assess the impact of their emergence on the public action at the educational level, which addresses the free time of the children and the teenagers. This thesis is presented in four parts. The first, entitled "The factory of the educational room: from youth movements to the local educational projects" is made up of three chapters and deals with the sociogenealogy of the local educational, successively considered from the point of view of associations, of the State and of the communes. The second part is titled "To get close to the actors. The investigation and its means". It is made up of only one chapter, presents the epistemology and methodologies of the investigation. This investigation, carried out on a nationalscale, mobilizes observations, a document review, about forty interviews, and a survey completed by 630 professionals in the field. The third part, "The local educational as field of action" considers two categories of actors: elected officials and the professionals who are each the topic of one chapter. Lastly, a fourth section analyses "The educational prospects", in two parts. First, chapter 7 explores how the local educational projects are developed. It deals with the ...
BASE
The educational policy of Grenoble Alpes Metropole (France) mainly deals with 'educational achievement' of the children living on the underprivileged areas. The thesis analyses the construction of this policy, by observing and questioning how people who set it up daily think and act. At first sight, we can see a supremacy of work procedures and policy instruments and a lack of political sense.From an immersion in the metropolis institution and an inductive methodology, Manon Pesle figures out how the educational action is based on an administrative perspective. This perspective is carried out by street level bureaucrats as elected members in order to make the metropolitan administration and its instruments more efficient. The analysis shows how the objective of efficiency is spread by the metropolitan institution, through two ideologies : one based on the individual and the other one on technique. Both of them drive all the practices and rules in the administration, but also the educational relationship with parents and children in the metropolitan programs of 'educational achievement'. In one hand, individuals, as street level bureaucrats or underprivileged parents are asked to be responsible for their own situation. In the other hand, they must be competent and productive. These standpoints, carried out by policy instruments are not formulated and criticized by bureaucrats, elected members and social workers, as these ideologies structure their way of seeing their work and are embodied in the institutional rules. Finally, the educational issue, seen only as a technical question is not turn into a political question by the metropolitan political leaders.This thesis shows a metropolitan educational policy which is lacking, not political speeches or representation, but a same global way of seeing education mastered and assumed by all the metropolitan actors. ; L'action éducative de la communauté d'agglomération Grenoble Alpes métropole se développe dans les quartiers défavorisés de l'agglomération, auprès des ...
BASE
The educational policy of Grenoble Alpes Metropole (France) mainly deals with 'educational achievement' of the children living on the underprivileged areas. The thesis analyses the construction of this policy, by observing and questioning how people who set it up daily think and act. At first sight, we can see a supremacy of work procedures and policy instruments and a lack of political sense.From an immersion in the metropolis institution and an inductive methodology, Manon Pesle figures out how the educational action is based on an administrative perspective. This perspective is carried out by street level bureaucrats as elected members in order to make the metropolitan administration and its instruments more efficient. The analysis shows how the objective of efficiency is spread by the metropolitan institution, through two ideologies : one based on the individual and the other one on technique. Both of them drive all the practices and rules in the administration, but also the educational relationship with parents and children in the metropolitan programs of 'educational achievement'. In one hand, individuals, as street level bureaucrats or underprivileged parents are asked to be responsible for their own situation. In the other hand, they must be competent and productive. These standpoints, carried out by policy instruments are not formulated and criticized by bureaucrats, elected members and social workers, as these ideologies structure their way of seeing their work and are embodied in the institutional rules. Finally, the educational issue, seen only as a technical question is not turn into a political question by the metropolitan political leaders.This thesis shows a metropolitan educational policy which is lacking, not political speeches or representation, but a same global way of seeing education mastered and assumed by all the metropolitan actors. ; L'action éducative de la communauté d'agglomération Grenoble Alpes métropole se développe dans les quartiers défavorisés de l'agglomération, auprès des ...
BASE
National audience ; Farmer's families have been led to change their relation with the educational system since the educationnal massification process from the 60's and the conditionning of farmer's professionnal installation subsidies. Theirs sons are no more quickly rejected but can reach diplomas higher than the average and specifically are choosing technical and agricultural orientations. The effects of this new educational capital on the socioprofessionnal trajectories of the farmer's son are highlighted. The educational capital is the core of social and cultural differenciation between those which are choosing a farmer's carrier and those which are not, but also of internal differenciations in these two groups. ; La politique de massification scolaire initiée dans les années 60 ainsi que la politique des aides à l'installation ont conduit les familles d'agriculteurs à modifier leur rapport à l'école. Leurs enfants ne sont plus, comme ceux des générations précédentes, évincés très rapidement du système scolaire mais accèdent à des niveaux de diplôme plus élevés que la moyenne au sein de la population et s'orientent particulièrement vers ceux de l'enseignement technique et agricole. Les effets de la détention de ce nouveau capital scolaire sur les trajectoires socioprofessionnelles des fils d'agriculteurs sont alors examinés. Le capital scolaire est au coeurde lignes de clivages sociaux et culturels qui séparent ceux qui deviennent agriculteurs de ceux qui choisissent une activité salariée ou indépendante non agricole, mais aussi de clivages internes à chacun de ces groupes.
BASE