Suchergebnisse

The present research examines social inequalities in French and Chilean education systems. Diverging from the abundant literature on this subject in the sociology of education and other disciplines, the goal of this research was to neither explain the inequalities nor compare their extent. Instead, we took a comprehensive approach based on the sociology of experience, to study the relation between the forms of inequality production in each education system and students' experience of it. This issue was investigated through a qualitative comparison of the two education systems, in which we examined on the one hand, the legislation, the empirical studies and the statistics of each national model and on the other hand, a field study with teachers and students. The latter consisted of 119 semi-directive interviews (79 students and 40 teachers) in four high schools in each country. The two systems approximate two ideal-types of inequality production: the social-economic mode in Chile and the educational-cultural mode in France. These modes of production shape both the content and the distribution of the schooling experience. In Chile, the students' experience reflects social-economic inequalities translated into feelings of macro-injustice; in France, experiences are formed by inequalities in the schooling process with a preeminence of feelings of micro-injustice. Finally, national schooling cultures act upon the relationship between the forms of inequality production and the experiences: In Chile, it attenuates the criticism of injustice toward school, while in France it is exacerbated. ; Cette recherche porte sur les inégalités sociales dans les systèmes éducatifs français et chilien. À la différence de l'abondante littérature sur ce sujet dans la sociologie de l'éducation et dans d'autres disciplines, ce travail ne vise ni à expliquer les inégalités ni à comparer leur ampleur. À partir d'une approche compréhensive basée sur la sociologie de l'expérience, nous étudions le lien entre les modes de production des ...

Cette contribution propose d'interroger les rapports des institutions éducatives aux technologies digitales à partir d'une mise en perspective des politiques publiques et des innovations technologiques qui en ont jalonné l'histoire. Un perspective qui met en lumière la nécessité d'intégrer au coeur des prérogatives de l'Ecole la formation à de nouveaux modes d'écriture et de lecture ; de nouvelles modalités d'acquisition et de production des savoirs. C'est en esquissant les contours d'une nouvelle figure d'apprenant, celle du « Lettré digital », que nous voudrions réinterroger non pas tant la place du digital à l'école que celle d'un apprenant immergé dans un environnement et une culture de plus en plus façonnés par le digital. ; ^pThis article explores the relationship between educational establishments and digital technologies from the perspective of public policies and the technological innovations that have influenced them throughout their history. Our approach shows why learning new modes of reading and writing and new ways of acquiring and producing knowledge has to be a central prerogative of the education system. By sketching out a profile of the "digitally literate" learner, this article offers an appraisal not of the role of digital content in schools but of how learning takes place in an environment and a culture that are increasingly shaped by digitisation.

International audience ; This article explores the relationship between educational establishments and digital technologies from the perspective of public policies and the technological innovations that have influenced them throughout their history. Our approach shows why learning new modes of reading and writing and new ways of acquiring and producing knowledge has to be a central prerogative of the education system. By sketching out a profile of the "digitally literate" learner, this article offers an appraisal not of the role of digital content in schools but of how learning takes place in an environment and a culture that are increasingly shaped by digitisation. ; Cette contribution propose d'interroger les rapports des institutions éducatives aux technologies digitales à partir d'une mise en perspective des politiques publiques et des innovations technologiques qui en ont jalonné l'histoire. Un perspective qui met en lumière la nécessité d'intégrer au cœur des prérogatives de l'Ecole la formation à de nouveaux modes d'écriture et de lecture ; de nouvelles modalités d'acquisition et de production des savoirs. C'est en esquissant les contours d'une nouvelle figure d'apprenant, celle du « Lettré digital », que nous voudrions réinterroger non pas tant la place du digital à l'école que celle d'un apprenant immergé dans un environnement et une culture de plus en plus façonnés par le digital.

International audience ; This article explores the relationship between educational establishments and digital technologies from the perspective of public policies and the technological innovations that have influenced them throughout their history. Our approach shows why learning new modes of reading and writing and new ways of acquiring and producing knowledge has to be a central prerogative of the education system. By sketching out a profile of the "digitally literate" learner, this article offers an appraisal not of the role of digital content in schools but of how learning takes place in an environment and a culture that are increasingly shaped by digitisation. ; Cette contribution propose d'interroger les rapports des institutions éducatives aux technologies digitales à partir d'une mise en perspective des politiques publiques et des innovations technologiques qui en ont jalonné l'histoire. Un perspective qui met en lumière la nécessité d'intégrer au cœur des prérogatives de l'Ecole la formation à de nouveaux modes d'écriture et de lecture ; de nouvelles modalités d'acquisition et de production des savoirs. C'est en esquissant les contours d'une nouvelle figure d'apprenant, celle du « Lettré digital », que nous voudrions réinterroger non pas tant la place du digital à l'école que celle d'un apprenant immergé dans un environnement et une culture de plus en plus façonnés par le digital.

Comment les élèves vivent-ils les possibilités actuelles de participation démocratique dans l'enseignement? La communauté scolaire est-elle prête à porter le processus de développement? Quelles résistances faut-il prendre en compte et où se trouvent les potentiels et les idées inexploités pour innover dans l'école et dans l'enseignement? ; Wie erleben Schüler*innen die vorhandenen demokratischen Mitgestaltungsmöglichkeiten im Unterricht? Welche Bereitschaft, den Entwicklungsprozess mitzutragen, gibt es in der Schulgemeinschaft? Welche Widerstände gilt es zu beachten und wo liegen bisher ungenutzte Potentiale und Ideen für die Innovation von Schule und Unterricht?

Rédigée entre 1993 et 1996. ; This thesis studies the growing importance of economic culture, in education and the economic professions, especially in the academic world. It also analyses the ascension of economists in the political field. ; La thèse étudie la montée en puissance de la culture économique, à travers le système éducatif, les professions d'économiste, notamment dans le monde universitaire. Elle s'intéresse également à l'ascension des économistes dans le champ politique.

Rédigée entre 1993 et 1996. ; This thesis studies the growing importance of economic culture, in education and the economic professions, especially in the academic world. It also analyses the ascension of economists in the political field. ; La thèse étudie la montée en puissance de la culture économique, à travers le système éducatif, les professions d'économiste, notamment dans le monde universitaire. Elle s'intéresse également à l'ascension des économistes dans le champ politique.

This thesis aims to understand how the "digital" interrogates both the processes of legitimization and delegitimization of informationnal practices and how these processes are embedded in objects, places and devices. This work takes place within the school institution which transmits implicitly or explicitly, common standards for "good practices" of production, circulation and reception of texts, documents and knowledge. This is an ethno-semiotic study within the class and the library school's spaces in two medium schools to observe and analyze the ways to search, read, operate, circulate and produce documents. The digital unveils the need to understand the practices and skills to qualify the information beyond canonical methods forged by mediators (citing sources, respect copyright, do not copy and paste etc.), and beyond signs of value inherited from the model of the bibliography and their fetishization in reference (publisher, author, cataloging record etc.). This thesis is based on an anthropological approach of information literacy and of digital as a social phenomenon that redefines geographies and temporalities of texts, knowledge and their documents. This approach allows to renew questions about the concept of document value. This research demonstrates the entrenchment of practices, objects and values at work in the communicational processes of knowledge sharing. Understanding today resistances of pupils to follow the rules of a « good research » requires a political theory of the economy of the document to the digital age and an anthropological approach of the common practices of texts and documents, one is feeding the other. ; Cette thèse a pour but de comprendre comment le « numérique » interroge à la fois les processus de légitimation et de délégitimation des pratiques info-documentaires et la manière dont ces processus s'inscrivent dans des objets, des lieux et des dispositifs. Ce travail prend place au sein de l'institution scolaire qui, implicitement ou explicitement, transmet et constitue des ...

This thesis aims to understand how the "digital" interrogates both the processes of legitimization and delegitimization of informationnal practices and how these processes are embedded in objects, places and devices. This work takes place within the school institution which transmits implicitly or explicitly, common standards for "good practices" of production, circulation and reception of texts, documents and knowledge. This is an ethno-semiotic study within the class and the library school's spaces in two medium schools to observe and analyze the ways to search, read, operate, circulate and produce documents. The digital unveils the need to understand the practices and skills to qualify the information beyond canonical methods forged by mediators (citing sources, respect copyright, do not copy and paste etc.), and beyond signs of value inherited from the model of the bibliography and their fetishization in reference (publisher, author, cataloging record etc.). This thesis is based on an anthropological approach of information literacy and of digital as a social phenomenon that redefines geographies and temporalities of texts, knowledge and their documents. This approach allows to renew questions about the concept of document value. This research demonstrates the entrenchment of practices, objects and values at work in the communicational processes of knowledge sharing. Understanding today resistances of pupils to follow the rules of a « good research » requires a political theory of the economy of the document to the digital age and an anthropological approach of the common practices of texts and documents, one is feeding the other. ; Cette thèse a pour but de comprendre comment le « numérique » interroge à la fois les processus de légitimation et de délégitimation des pratiques info-documentaires et la manière dont ces processus s'inscrivent dans des objets, des lieux et des dispositifs. Ce travail prend place au sein de l'institution scolaire qui, implicitement ou explicitement, transmet et constitue des ...

Les Calandretas sont des écoles associatives et laïques, nées à Pau (1979) et à Béziers (1980) qui se caractérisent par l'enseignement de la langue occitane selon la modalité dite d'immersion et par l'application de méthodes d'enseignement de type Freinet (« pédagogie institutionnelle »). On peut considérer que les Calandretas sont des politiques linguistiques « par en bas » (venues du terrain et des populations, au travers en particulier d'initiatives associatives militantes) par opposition aux réponses « par le haut » venant de diverses institutions dotées d'un pouvoir matériel et symbolique supérieur (Région, État.). L'approche englobante et critique des politiques linguistiques dans laquelle cette thèse s'inscrit vise à analyser l'ensemble des enjeux sociaux soulevés ce type d'action glottopolitique dans le contexte de la revitalisation des « langues en danger » ainsi que ses effets concrets sur le terrain. La première partie est consacrée à poser le cadre méthodologique et à présenter le terrain de l'enquête. Dans la deuxième partie de cette thèse, nous analysons la patrimonialisation en domaine occitan à la fois comme un processus anthropologique participant à la transmission d'une pratique culturelle, comme une construction sociale et enfin comme un discours sur la langue historiquement situé et ces relations avec les concepts de « revitalisation » et de « normalisation » et nous mettons en lien avec les acteurs des politiques linguistiques dont font partie les Calandretas. La troisième partie de ce travail est consacrée à l'appropriation de l'action des Calandretas par les acteurs des politiques linguistiques dans trois villes moyennes d'Occitanie dans le contexte patrimonial précédemment décrit. A travers l'analyse d'un matériel constitué de discours institutionnels, d'entretiens menés avec les acteurs ou encore de discours médiatiques, nous montrons comment les facteurs environnementaux et sociaux influencent localement le déploiement d'une politique linguistique « par en bas ». La quatrième partie s'intéresse à l'appropriation du projet éducatif, linguistique et culturel de Calandreta par les acteurs directement impliqués à savoir les parents, les élèves et les enseignants. A partir de différents types de données issus d'approches qualitatives (entretien, observation participante) et quantitatives (questionnaire) nous montrons comment le passage par une Calandreta influence concrètement les pratiques et les représentations langagières dans le sens d'une plus grande pratique de la langue occitane et d'une meilleure conscience linguistique, mais nous mettons également en lumière les facteurs limitant la réussite de ces objectifs. C'est en effet tout l'enjeu de cette thèse que d'essayer de comprendre d'où provient l'écart entre les objectifs d'une politique linguistique donnée et ses résultats concrets sur le terrain en termes de représentations et de pratiques. ; The aim of this thesis is to evaluate a glottopolitic intervention about valorisation and preservation of occitan culture that mobilizes region, cities councils and civil society: the calandretas schools. Born in Pau in 1979, they are associative and laic schools which teach occitan language in an immersive way and following Freinet's pedagogical concepts. By a global approach of the subject, the study will try to evaluate the impact of the calandretas schools, as a bottom-up language policy on the revitalization of the occitan language and the occitan culture: in the uses, the representations of the people directly involved but also on the social agents and the population in general. The study will take place in three cities of Occitanie. Pyrénées-Méditerranée region : Béziers, Pamiers and Carcassonne. Those three cities have been hosting a Calandreta schools for more than 20 years, they have a steady population and a dynamic associative occitan network. With a critical approach, we aim to analyse the social stakes raised by this kind of glottopolitic action in the context of revitalisation of languages in danger. The first part of the thesis is dedicated to the description of the methodological frame and the fieldwork of our investigation. In the second part, we analyse the patrimonialisation of Occitan culture as an anthropological process involved in the transmission of a cultural practice, a social construct and a historicized discourses about languages. We also point out the link between the concept of patrimonialisation and other concept circulating in the field of sociolinguistic: normalisation and revitalization. Finally, we focus on the actualisation of patrimonialisation discourses among the actors of language policy of Occitan. The third part of this work is about the appropriation of the Calandreta's action by the agents of language policies in three medium-sized cities of Occitanie Region in the patrimonial context described int the second part. Through the analyse of institutional or press speeches as well as interviews with agents, we show that environmental and social factors have a big influence on the deployment of grass-roots language policy at the local. The fourth part focuses on the appropriation of the educative, linguistic and cultural project of Calandreta by the parents, the students and the teachers of Calandreta schools. From different kind of qualitative and quantitative data, we show how the period of scolarisation in Calandreta does influence language practises and representations toward a greater use of Occitan language and a better linguistic consciousness We also highlight the limits of this relative revitalisation success. It is the very stake of this thesis to understand the gap between the aim of a language policy and the achievements on the field in terms of modification of practices and representations.

International audience ; The purpose of this paper is to describe Math High School (MHS), an experimental teaching project promoted by the research group of Mathematics Education at the University of Salerno. MHS has been devised to surpass the dichotomy between scientific and humanistic cultures, responding to the daily, social, politic, national and world challenges. In this process, Mathematics is the common denominator between the two cultures. In this paper we describe the theoretical context of MHS, the education innovations of the adopted methodologies and the first year experimentation activities.

The aim of the project is to evaluate a glottopolitic intervention about valorisation and preservation of occitan culture that mobilizes region, cities councils and civil society: the calandretas schools. Born in Pau in 1979, they are associative and laic schools which teach occitan language in an immersive way and following Freinet's pedagogical concepts. By a global approach of the subject, the study will try to evaluate the impact of the calandretas schools, as a bottom-up language policy on the revitalization of the occitan language and the occitan culture: in the uses, the representations of the people directly involved but also on the social agents and the population in general. The study will take place in three cities of Occitanie. Pyrénées-Méditerranée region : Béziers, Pamiers and Carcassonne. Those three cities have been hosting a Calandreta schools for more than 20 years, they have a steady population and a dynamic associative occitan network. With a critical approach, we aim to analyse the social stakes raised by this kind of glottopolitic action in the context of revitalisation of "languages in danger".The first part of the thesis is dedicated to the description of the methodological frame and the fieldwork of our investigation. In the second part, we analyse the patrimonialisation of Occitan culture as an anthropological process involved in the transmission of a cultural practice, a social construct and a historicized discourses about languages. We also point out the link between the concept of patrimonialisation and other concept circulating in the field of sociolinguistic: normalisation and revitalization. Finally, we focus on the actualisation of patrimonialisation discourses among the actors of language policy of Occitan. The third part of this work is about the appropriation of the Calandreta's action by the agents of language policies in three medium-sized cities of Occitanie Region in the patrimonial context described int the second part. Through the analyse of institutional or press ...

The aim of the project is to evaluate a glottopolitic intervention about valorisation and preservation of occitan culture that mobilizes region, cities councils and civil society: the calandretas schools. Born in Pau in 1979, they are associative and laic schools which teach occitan language in an immersive way and following Freinet's pedagogical concepts. By a global approach of the subject, the study will try to evaluate the impact of the calandretas schools, as a bottom-up language policy on the revitalization of the occitan language and the occitan culture: in the uses, the representations of the people directly involved but also on the social agents and the population in general. The study will take place in three cities of Occitanie. Pyrénées-Méditerranée region : Béziers, Pamiers and Carcassonne. Those three cities have been hosting a Calandreta schools for more than 20 years, they have a steady population and a dynamic associative occitan network. With a critical approach, we aim to analyse the social stakes raised by this kind of glottopolitic action in the context of revitalisation of "languages in danger".The first part of the thesis is dedicated to the description of the methodological frame and the fieldwork of our investigation. In the second part, we analyse the patrimonialisation of Occitan culture as an anthropological process involved in the transmission of a cultural practice, a social construct and a historicized discourses about languages. We also point out the link between the concept of patrimonialisation and other concept circulating in the field of sociolinguistic: normalisation and revitalization. Finally, we focus on the actualisation of patrimonialisation discourses among the actors of language policy of Occitan. The third part of this work is about the appropriation of the Calandreta's action by the agents of language policies in three medium-sized cities of Occitanie Region in the patrimonial context described int the second part. Through the analyse of institutional or press ...

The aim of the project is to evaluate a glottopolitic intervention about valorisation and preservation of occitan culture that mobilizes region, cities councils and civil society: the calandretas schools. Born in Pau in 1979, they are associative and laic schools which teach occitan language in an immersive way and following Freinet's pedagogical concepts. By a global approach of the subject, the study will try to evaluate the impact of the calandretas schools, as a bottom-up language policy on the revitalization of the occitan language and the occitan culture: in the uses, the representations of the people directly involved but also on the social agents and the population in general. The study will take place in three cities of Occitanie. Pyrénées-Méditerranée region : Béziers, Pamiers and Carcassonne. Those three cities have been hosting a Calandreta schools for more than 20 years, they have a steady population and a dynamic associative occitan network. With a critical approach, we aim to analyse the social stakes raised by this kind of glottopolitic action in the context of revitalisation of "languages in danger".The first part of the thesis is dedicated to the description of the methodological frame and the fieldwork of our investigation. In the second part, we analyse the patrimonialisation of Occitan culture as an anthropological process involved in the transmission of a cultural practice, a social construct and a historicized discourses about languages. We also point out the link between the concept of patrimonialisation and other concept circulating in the field of sociolinguistic: normalisation and revitalization. Finally, we focus on the actualisation of patrimonialisation discourses among the actors of language policy of Occitan. The third part of this work is about the appropriation of the Calandreta's action by the agents of language policies in three medium-sized cities of Occitanie Region in the patrimonial context described int the second part. Through the analyse of institutional or press ...