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The aim of this article is, on the one hand, to show Franz Joseph Gall as an important figure for setting up the ideological framework for modern biopolitics and, on the other, to look at the literary traces of his personal engagement in this endeavour. In the first part, we place his thought in the ideological context of the 18th and 19th century; the second one analyses the images of the patients created by the author, in order to show their different configurations: while some appear as reduced to the role of homo sacer (Giorgio Agamben's term), others are inscribed in a dignifying discourse. We look at the political implications of this situation. ; The aim of this article is, on the one hand, to show Franz Joseph Gall as an important figure for setting up the ideological framework for modern biopolitics and, on the other, to look at the literary traces of his personal engagement in this endeavour. In the first part, we place his thought in the ideological context of the 18th and 19th century; the second one analyses the images of the patients created by the author, in order to show their different configurations: while some appear as reduced to the role of homo sacer (Giorgio Agamben's term), others are inscribed in a dignifying discourse. We look at the political implications of this situation.

This article discusses particular aspects of current Canadian teacher training that seem healthy practice to an experienced school-teacher from the United Kingdom. With the UK government increasingly interested, some would say determined, in moving the funding of initial teacher training away from universities and to schools, my visit to Canada, and specifically to Ontario Institute for Studies in Education at The University of Toronto, focuses on those practices that appear supportive of deep learning for beginning teachers in helping them to develop their own sense of the purposes of education and ways in which they might become agents of change.Keywords : comparative initial teacher training programmes, social justice, Ontario Institute for Studies in Education, United Kingdom and Canada ; Cet article traite certains aspects de la formation actuelle des enseignants au Canada qui semblent être une pratique salutaire selon un enseignant expérimenté du Royaume-Uni. Avec le gouvernement britannique de plus en plus intéressé, certains diraient déterminé, en déplaçant le financement de la formation initiale des enseignants loin des universités et des écoles, ma visite au Canada, et plus particulièrement à l'OISE de l'université de Toronto, se concentre sur les pratiques qui semblent favorables à un apprentissage en profondeur pour les enseignants débutants, afin de les aider à développer leur propre sens des objectifs de l'éducation et les façons dont ils pourraient devenir des agents du changement.Mots-clés: comparaison des programmes de formation initiale des enseignants, justice sociale, Centre de recherche en éducation de l'université de Toronto (OISE : Ontario Institute for Studies in Education), Royaume-Uni et Canada

International audience ; Since the beginning of the 2006 academic year, teacher-referents have been responsible for following the journey of the schooling of students with disabilities by coordinating the actions of various partners via the ESS meetings ('Équipes de suivi de scolarisation' in French). Based on certain sociological approaches of professional groups and on analysis of work, this article aims to study the concrete work of the teacher-referent. It proposes to evaluate its role against the requirements framing this profession. The article will then outline the steps that marked the gradual transition from an exploratory ethnography to the building of a nationwide questionnaire. The results highlight the sometimes differing interpretations of these requirements and result in a cartography of the main areas of work. It finally allows us to capture the determining factors which most influence the prevalence of ESS programming. ; Depuis la rentrée scolaire 2006, les enseignants référents ont la charge d'accompagner les parcours de scolarisation des élèves handicapés, en coordonnant les actions entre les différents partenaires par le biais d'Équipes de suivi de scolarisation (ESS). S'appuyant sur la sociologie des groupes professionnels, cet article vise à étudier l'activité concrète qui se cache derrière l'appellation générique d'enseignant référent. Il propose d'apprécier cette activité à l'aune des prescriptions encadrant cette fonction. L'article expose alors les étapes qui ont balisé le passage graduel d'une ethnographie exploratoire à la construction d'un questionnaire à portée nationale. Les résultats mettent en évidence des traductions parfois différentes des prescriptions et aboutissent à une cartographie des principaux pans de l'activité. Ils permettent enfin de saisir les déterminants qui influencent le plus la fréquence des programmations d'ESS.

This thesis aims to study and understand the history of the University of Caen from the Revolution to the destruction of its buildings during the Liberation. This study makes it possible to trace the history of the institutions over the given period, that is to say the structural evolution of higher education in Caen, upset during the Revolution and reorganized under the Empire in the form of faculties and finally gathered in university in 1896.The study not only aims to trace the institutional history of the University of Caen but tends to consider this story from several angles, such as the evolution of buildings and especially by integrating all of its actors : teachers, administrative staff and students. Their positioning and the political role of students and teachers are also studied.Finally, a biographical dictionary presenting three hundred and fifty records of professors and rectors of the University of Caen of the 19th and 20th century allows a prosopographic study of these personnel. ; Cette thèse vise à étudier et comprendre l'histoire de l'Université de Caen de la Révolution à la destruction de ses bâtiments lors de la Libération. Cette étude permet de retracer l'histoire des institutions sur la période donnée, c'est-à-dire l'évolution structurelle de l'enseignement supérieur à Caen, bouleversé pendant la Révolution puis réorganisé sous l'Empire sous la forme de facultés et enfin rassemblé en université en 1896.L'étude ne vise pas seulement à retracer l'histoire institutionnelle de l'université de Caen mais tend à envisager cette histoire sous plusieurs angles, comme l'évolution des bâtiments et surtout en intégrant l'ensemble des ses acteurs : professeurs, personnel administratif et étudiants. Leur positionnement et le rôle politique des étudiants et des enseignants sont également étudiés.Enfin, un dictionnaire biographique présentant trois cent cinquante notices de professeurs et de recteurs de l'université de Caen du XIXe et du XXe siècle permet de mener une étude prosopographique de ce personnel.

This thesis aims to study and understand the history of the University of Caen from the Revolution to the destruction of its buildings during the Liberation. This study makes it possible to trace the history of the institutions over the given period, that is to say the structural evolution of higher education in Caen, upset during the Revolution and reorganized under the Empire in the form of faculties and finally gathered in university in 1896.The study not only aims to trace the institutional history of the University of Caen but tends to consider this story from several angles, such as the evolution of buildings and especially by integrating all of its actors : teachers, administrative staff and students. Their positioning and the political role of students and teachers are also studied.Finally, a biographical dictionary presenting three hundred and fifty records of professors and rectors of the University of Caen of the 19th and 20th century allows a prosopographic study of these personnel. ; Cette thèse vise à étudier et comprendre l'histoire de l'Université de Caen de la Révolution à la destruction de ses bâtiments lors de la Libération. Cette étude permet de retracer l'histoire des institutions sur la période donnée, c'est-à-dire l'évolution structurelle de l'enseignement supérieur à Caen, bouleversé pendant la Révolution puis réorganisé sous l'Empire sous la forme de facultés et enfin rassemblé en université en 1896.L'étude ne vise pas seulement à retracer l'histoire institutionnelle de l'université de Caen mais tend à envisager cette histoire sous plusieurs angles, comme l'évolution des bâtiments et surtout en intégrant l'ensemble des ses acteurs : professeurs, personnel administratif et étudiants. Leur positionnement et le rôle politique des étudiants et des enseignants sont également étudiés.Enfin, un dictionnaire biographique présentant trois cent cinquante notices de professeurs et de recteurs de l'université de Caen du XIXe et du XXe siècle permet de mener une étude prosopographique de ce personnel.

This thesis aims to study and understand the history of the University of Caen from the Revolution to the destruction of its buildings during the Liberation. This study makes it possible to trace the history of the institutions over the given period, that is to say the structural evolution of higher education in Caen, upset during the Revolution and reorganized under the Empire in the form of faculties and finally gathered in university in 1896.The study not only aims to trace the institutional history of the University of Caen but tends to consider this story from several angles, such as the evolution of buildings and especially by integrating all of its actors : teachers, administrative staff and students. Their positioning and the political role of students and teachers are also studied.Finally, a biographical dictionary presenting three hundred and fifty records of professors and rectors of the University of Caen of the 19th and 20th century allows a prosopographic study of these personnel. ; Cette thèse vise à étudier et comprendre l'histoire de l'Université de Caen de la Révolution à la destruction de ses bâtiments lors de la Libération. Cette étude permet de retracer l'histoire des institutions sur la période donnée, c'est-à-dire l'évolution structurelle de l'enseignement supérieur à Caen, bouleversé pendant la Révolution puis réorganisé sous l'Empire sous la forme de facultés et enfin rassemblé en université en 1896.L'étude ne vise pas seulement à retracer l'histoire institutionnelle de l'université de Caen mais tend à envisager cette histoire sous plusieurs angles, comme l'évolution des bâtiments et surtout en intégrant l'ensemble des ses acteurs : professeurs, personnel administratif et étudiants. Leur positionnement et le rôle politique des étudiants et des enseignants sont également étudiés.Enfin, un dictionnaire biographique présentant trois cent cinquante notices de professeurs et de recteurs de l'université de Caen du XIXe et du XXe siècle permet de mener une étude prosopographique de ce personnel.

This article seeks to question the managerial paradigms and dogma on which the social responsibility of the researcher teacher in management control is based. First, it shows that research into management control has progressively focused on human and social dimensions. It then highlights the societal impact of research on management control. However, a study of the examination tests of the DCG and DSCG and those of the competition for the aggregation of economics and management shows an instrumental view of the lessons learned in management control which are out of step with research into management control. These observations lead to two recommendations: firstly, to train future controllers from a pragmatic and complex perspective; secondly, to introduce critical thinking in how to address management control issues in the lessons learned. Keywords: ; International audience This article aims to question the managerial paradigms and dogmas that underlie the social responsibility of the teacher-researcher in management control. It first shows that research in management control has progressively emphasized human and social dimensions. It then highlights the societal significance of research in management control. However, a study of the DCG and DSCG examination papers and those of the Agrégation of Economy and Management, reveals an instrumental view of management control teaching that is out of step with research in management control. These observations lead to two recommendations: firstly, to develop in the education of future management controllers, a pragmatic perspective and to train them in complex thinking; secondly, to introduce critical thinking in the way management control issues are approached in the courses. ; This article seeks to question the managerial paradigms and dogma on which the social responsibility of the researcher teacher in management control is based. First, it shows that research into management control has progressively focused on human and social dimensions. It then highlights the ...

Since the Law on Accessibility, the Language of the French Signs (LSF) has been registered as the language of teaching and learning. Following this recognition, diplomas in and in the LSF were created, including the optional option for examination of the baccalaureate. However, despite the existence of a certificate of fitness for the LSF Professor of Education (CAPES) and this option, teachers faced a lack of teaching materials for these new courses. As a result, a group of pedagogues met and published two textbooks for LSF teaching to hearing students at levels A1 and A2. The point in our article is to briefly revisit the various movements and actions that have enabled the LSF to be visible and to describe how the sequences of these two manuals have been built, from the point of view of grammar, lexicon and interculturality. ; International audience ; Since the Law on Accessibility, the Language of the French Signs (LSF) has been registered as the language of teaching and learning. Following this recognition, diplomas in and in the LSF were created, including the optional option for examination of the baccalaureate. However, despite the existence of a certificate of fitness for the LSF Professor of Education (CAPES) and this option, teachers faced a lack of teaching materials for these new courses. As a result, a group of pedagogues met and published two textbooks for LSF teaching to hearing students at levels A1 and A2. The point in our article is to briefly revisit the various movements and actions that have enabled the LSF to be visible and to describe how the sequences of these two manuals have been built, from the point of view of grammar, lexicon and interculturality. ; Depuis la loi sur l'accessibilité, la Langue des Signes Française (LSF) est inscrite comme langue d'enseignement et d'apprentissage. À la suite de cette reconnaissance, des diplômes de et en LSF ont été créés dont l'option facultative à l'examen du baccalauréat. Toutefois, malgré l'existence d'un Certificat d'Aptitude au Professorat de ...

At a time marked by austerity policies, the search for efficiency, the desire to avoid exclusion or to integrate diversity, education and training systems are diversifying and becoming more complex, triggering reforms inspired by the New Public Management (NGP). Taking note of this new framework, this file examines the ways in which these reforms have transformed the conditions for working in education. He emphasised the hybridity of these processes and stressed the need to take into account specific situations in order to understand what NGP principles do to the fractions of field education professionals in the French-speaking area (France, Belgium, Quebec and Roman Switzerland). Not all of them also gain from the adoption of these reforms, as their ownership also reflects the social characteristics of the various parts of which the teaching staff are composed. Providing evidence of the reasons why professionals embrace, accept or reject reforms that change previous definitions of teachers' professionality and analyse the uses they make of these reforms also allows the map of professional territories to be drawn up. These are shrinking or expanding when it comes to both accountability and responsibility for achieving policy objectives as an integral part of professional activity. ; International audience ; At a time marked by austerity policies, the search for efficiency, the desire to avoid exclusion or to integrate diversity, education and training systems are diversifying and becoming more complex, triggering reforms inspired by the New Public Management (NGP). Taking note of this new framework, this file examines the ways in which these reforms have transformed the conditions for working in education. He emphasised the hybridity of these processes and stressed the need to take into account specific situations in order to understand what NGP principles do to the fractions of field education professionals in the French-speaking area (France, Belgium, Quebec and Roman Switzerland). Not all of them also gain ...

The practice of copy-paste among students is assimilated to plagiarism and the institution's response is limited to 'monitor and punish'. However, this practice deserves to be questioned in the context of academic literacies in relation to the need to take account of digital literacies. The fact that it is conceived as 'misconduct' from an ethical point of view is to be understood in relation to a legislative framework which calls for academic honesty and establishes the author and sources as essential components of knowledge writing, with little explanation of the issues at stake. How can I think of copy-paste and how to do it? How can we move from unacceptable to didactic, and what should be taken into account? With a view to a critical reflex in the field of academic literacies, we propose contextualisation elements that make it possible to challenge copy-paste, as a writing gesture, as a subject of debate, and in order to better equip students in the face of academic expectations and in terms of literacic skills in general. We are interested in receiving the copy-paste, copy-paste and confusing the expectations of students' writing. The context is understood as an interpretative framework used to build a teaching object as such. ; International audience The practice of copy and paste among students is equated with plagiarism and the institutional response is devoted to "discipline and punish". However this practice is an important issue within the framework of academic literacies, in relation to the necessary consideration of the digital literacy. The fact that it is conceived as a "misconduct" from an ethical point of view is to be understood with regard to a normative frame that calls for academic honesty and establishes the author and the sources as essential components of research writings, without much explaining the issues (why? how? etc.). How to think copy and paste and what to do? How to go from the state of unacceptable to a didactic view, and what to take into account? With the prospect of ...

The normative foundations of corporate social responsibility (CSR), transposed to the research teacher in management sciences, are interpellent because of the many paradoxes they raise. This article, which is interdisciplinary by law and management, seeks to ascertain what recovery of liability, and more specifically, the nature of the obligations arising from it for the research teacher in a management school, both as an actor, within the framework of its organisation or institution, but also as a member of a scientific community. While the responsibility of any researcher teacher can only be measured by reference to his/her academic freedom, his/her societal responsibility (SR) is assessed by taking into account the expectations of its stakeholders and the integration of associated practices. However, far from always being an opportunity to meet the scientific challenges linked to sustainable development, our critical thinking makes it possible to highlight the consequences of this managerial logic, now coupled with a legal logic, which reduces the autonomy of researchers, but does not guarantee the social, societal or environmental benefits of their work. ; The normative foundations of corporate social responsibility (CSR), transposed to the teacher-researcher in management sciences, raise questions because of the many paradoxes they involve. This article, which is interdisciplinary across law and management, seeks to determine what this responsibility covers, and more precisely, the nature of the obligations that arise for the teacher-researcher in a management school, both as an actor, within the framework of his or her organization or institution, but also as a member of a scientific community. While the responsibility of any scholar can only be measured in terms of his or her academic freedom, his or her societal responsibility (SR) can be assessed by taking into-account the expectations of his or her stakeholders and integrating the associated pract ices. However, far from always being an opportunity to ...

http://chroniquesitaliennes.univ-paris3.fr/numeros/Web26.html New 17 from Book IV of the Novelle de Bandello — one of the five news about the Gonnella bouffon — sheds light on the violence of the seigneurial legal apparatus. The offence of lèse-majesté, the artificial nature of the system of territorial sovereignty and the unlimited power of suggestion of the scafaud are successively referred to. There is no charge here, but a double observation: the fear of a friend who wants you good can save you; the inherent role of the seignear institutions can kill you. As the seigneurial power continues on a policy of fear, it is impossible for a bouffon and his teacher to play innocent to be afraid. ; International audience ; http://chroniquesitaliennes.univ-paris3.fr/numeros/Web26.html New 17 from Book IV of the Novelle de Bandello — one of the five news about the Gonnella bouffon — sheds light on the violence of the seigneurial legal apparatus. The offence of lèse-majesté, the artificial nature of the system of territorial sovereignty and the unlimited power of suggestion of the scafaud are successively referred to. There is no charge here, but a double observation: the fear of a friend who wants you good can save you; the inherent role of the seignear institutions can kill you. As the seigneurial power continues on a policy of fear, it is impossible for a bouffon and his teacher to play innocent to be afraid. ; http://chroniquesitaliennes.univ-paris3.fr/numeros/Web26.html La nouvelle 17 du livre IV des Novelle de Bandello - l'une des cinq nouvelles consacrées au bouffon Gonnella - met à nu la violence de l'appareil juridique seigneurial. Sont successivement visés le délit de lèse-majesté, l'artificialité du dispositif de la souveraineté territoriale, le pouvoir de suggestion illimité de l'échafaud. Pas d'accusation, ici, mais un double constat : la peur que provoque un ami qui vous veut du bien peut vous sauver ; celle dont sont intrinsèquement porteuses les institutions seigneuriales peut vous tuer. Dès lors que le ...

Life stories from teachers were poorly treated. However, the countless anecdotes at their disposal, written poems, testimonies, thoughts and revealed actions make it possible to understand, from a different angle, the role of educator they played during their career. The epistemological fund thus created is extremely rich for researchers in the humanities and social sciences. It was in this perspective that I looked at the trajectory of a former teacher dedicated to the educational and social cause in Senegal, Momar Lo. He served more than thirty years at the Senegalese school. He has also engaged politically in his place in which he is convinced that education and development include children's schooling and research. The biographical analysis presented here is largely based on a series of interviews I have conducted with Momar Lo, whose life has been entirely dedicated to helping children in school in order to provide them with an appropriate framework for continuing their studies. ; As histórias de vida que emanam dos professores têm recebido pouca atenção. Contudo, as inúmeras anedotas que têm à sua disposição, os poemas escritos, os testemunhos, os seus pensamentos e as suas acções reveladas tornam possível apreender, de um ângulo diferente, a missão de educador que desempenharam durante a sua carreira. A colecção epistemológica assim criada é extremamente rica para os investigadores das ciências humanas e sociais. É nesta perspectiva que me interessei pela carreira de um antigo professor dedicado à causa educativa e social no Senegal, Momar Lo. Serviu a escola senegalesa durante mais de trinta anos. Era também politicamente activo no seu país, convencido de que a educação e o desenvolvimento eram alcançados através da escolarização das crianças e da investigação. A análise biográfica aqui apresentada baseia-se em grande parte numa série de entrevistas que realizei com Momar Lo, cuja vida foi inteiramente dedicada a ajudar as crianças na escola a fornecer-lhes um quadro adequado para continuarem os seus ...

Foreword by Gerd-Hanne Fosen, Co-Chair, Teacher Task Force, Norwegian Agency for Development Cooperation, Stefania Giannini, Assistant Director-General for Education, United Nations Educational, Scientific and Cultural Organization and Abdulrahaman I. Almedaires, Co-Chair, Teacher Task Force, Regional Center of Quality and Excellence in Education, Kingdom of Saudi Arabia ; Includes bibliography

International audience ; The purpose of our article is to explore the theme of female precariousness described in a story by Aldo Nove entitled Storia di Roberta. Our idea is to analyze the protagonist's experience through the perspective of her profession: Roberta is a teacher and an intellectual with a passion for politics and civil causes. Our interest is to understand how the perspective of meta-biography-where the story of the other becomes the privileged stratagem to express the point of view of the author-allows the emergence of a series of social problems indispensable for the understanding of the reality of women at work in contemporary societies. In particular, we focus on the overlapping-from which the notion of professional intersectionality derives-of gender, work, and desire. If Roberta's experience insists on the precarious condition of women in today's society, at the same time this story raises the question of gender to illustrate how job instability becomes the source of a series of problems that are corollaries of economic fragility.