Contenu du sommaire : Les relations école-familles à l'heure de la proximité

Introduction
Collaboration between school and families prevails nowadays as an evidence face to social and individual stake about school attainment. This imperative justifies new expectations for parents and teachers, who are supposed to get involved in a mutual relation around child schooling. Therefore, schooling policy of proximity is not uniform or homogenous and it uses different modes of governability (Foucault) of school publics. The article differentiates three logics of proximity to families. The first thinks proximity as educational tool. The second looks for both individualized treatment of school difficulty and protection of childhood in danger. The third aims at reinforcement of weak parents competences. These three logics are analyzed according to : institutional process through which proximity with families prevails as legitimate action ; kind of actor appointed for its development ; organization ways and practices through which it is translated ; its effects on different actors in terms of roles, normative expectations, constraints and rooms for manœuvre.

“Your child in my classroom”. Which parent-teacher partnership as the outcome of first interview ?Observation of first interviews between parents and teachers during first schooling year allows authentically grasping how partnership between families of groups in minority and school institution is constructed. As known it is that formal interview, performance of a typically institutional genre, is stated for both teachers and parents, the script is differently known and shared by actors. This paper wonders about educational advice provided from teachers to families in order to make their children according to expected school norm. First interview parents-teacher is assumed here as a space of institutional prescriptions which are able to turn with the purpose to orientate the educational action of parent towards the core of private sphere.

“Teachers within individual interview with parents : between trouble of relation and exigency of effectiveness. Constitutive elements of the relation school-family, 164 individual interviews between teachers and pupils' parents have been observed in three schools of Priority Teaching Network of Geneva. In order to approach personal experience of teachers, their aims, their positions and strategies of communication, these observations have been followed by an interview with teachers, who are the main entrepreneurs of these meetings which they request and often mount through fitting and imposing their sequences for the interview. The paper analyzes exchanged information (results, pupil behavior, etc.), diversity of registers (empathy, authority...) and action propositions from teachers (appealing to external specialists, educational advice...). Authors show that, face to themselves, pupils' parents, far from being passive, are witness of an attitudinal heterogeneity, positions (resistance, reconnaissance...) and strategies. The analysis of individual interviews shows the hybridization of stakes and logics within the relation between school and families. Displayed partnership is brought into question : convivial relations or formalized interviews, depersonalized, between potential partners or rhetorical reconnaissance ? Produced effects move aside the principles of school institution about development of school-family relation.

The relation between school and socially disqualified families in the challenge of a common world constitution : practices, tests and limits. The rise stake of schooling –between social mobility and exclusion- and transformations of public action push on analyzing the change in the relation between school and parents from popular milieu. The article shows how, between institutional injunction and lived situations, common world between teacher and parents is built around an uncertainty : neither the school nor the family make use of a magic solution for solving school difficulty of a child, but both of them get involved in a diagnostic and treatment work which they prefer to deal with together. The concern face to underperforming at school risks and their children to put aside incites parents to look for expert opinions and caring from specialists. The fear about an alteration of their role and a judgment of inefficacity lead teachers to delegate individualized action on same specialists and to become prescribers with parents. Medical reason (neurosciences, biogenetics, cognitive psychology) produces a discourse of truth which reassures and takes the blame off both parents and teachers.

Unexpected effects of provisions aimed at approaching parents away from the School
Promotion of relation between teachers and parents rests on the idea that this would be necessary for school achievement of children. So it's not established that it presents this effectiveness in every situation and for everyone. Different researches tend to show that, for parents passing through financial and social difficulties, attempts of professionals towards coming up to them create often resistance forms which go from passive acceptation up to flight. Insisting on development of parental competences and on formalization of those, risk for professionals is to produce in parents-beneficiaries a feeling of incompetence and ineffectualness which put them away still more. This article mobilizes three successive researches, led into three different institutional frames (school, popular education and urban territory) between 2006 and 2012, for showing certain effects produced by provisions aimed at parents the most distant at School. The paper highlights their unexpected effects, or even inverse to displayed objectives, and indicates that those effects can however be favorable towards rapprochement of those parents considered the most distant from school institution.

Multiplying on relations school-family face to dropping out pupils
This article introduces new relations developed between management and administration staff and families of dropping out, troublemaking and shirking pupils. Pupil is pivotal point of these relations : his/her difficulties and his/her perturbations lead to repeated contacts with families in order to inform regulate, control and punish. It's a question of numerous interventions, to the extent of being intrusive, but diversified with regard to their modes. Data focus on 20 14-years-old pupils ; they are composed by some intertwined interviews (managers, assistants, chief education adviser, relay class coordinator, education assistants and parents). Beginning with school professionals, the proposed analysis differentiates three kinds of relations : ordinary institutional, personal and concerned, individualized and of mobilization of families supported by a contractual support provision.

Critique moving and its incidence on school culture in Quebec. The example of subject History and citizenship education. History of occidental thinking (philosophy, natural sciences and human sciences), at least from the beginning of modernity, is departed linked to critique. Critique is also one of the main features of reflexive societies and school knowledge has suffered, because of the spreading of virulence of critique during 60's and 70's, an important process of delegitimisation. Teachers, when talking about main finalities which encourage their work, refer continually to critique. Which is then the nature of this critique ? Author hypothesizes, supported on extracts of interviews carried out in 2010 in Quebec, that critique on teachers of history, because of its methodological character, has been formally moved with regard to critical thinking of the sociology of domination of 60's and 70's.

Youth and their diplomas. The displacement in the light of the value of school degrees
The obsessive fear about displacement is spreading : but, what should we understand by displacement ? Which relations have to do with this underestimation, if not diplomas in general, at least some of them ? Which consequences these underestimations train on hierarchy of diplomas and social mobility of individuals ? Do the ones who leave initial training system run the same risk of displacement ? Supporting on survey Génération of Céreq, this paper shows that value of diplomas is reoriented by circumstances of fitting between supply and demand of work about labor market. This last records itself the effect of more or less fast transformations of initial training system. These adjustments invite to consider differently eventual displacement of youth at the beginning of their labor life and incite to question about relations between underestimation of school qualifications and obsessive fear about displacement.

An ethnography of a homework club started by a group of immigrants parents. A space of social mobility. The involvement of parents in the education of their children has become a research topic since 70's, after the Coleman report. Pupil achievement would depend on it and in Canada, multiculturalist country, it has also to do with parents who have passed through the experience of migration. In this rapprochement of school-families, this paper examines the role of a homework club in French, created at the initiative of parents who have lived the migration. The ethnographical study of this club (boundaries of club, space-time, parents role, relations with knowledge and homework, relations with language, space of social mobility) shows its aims on display and a particular one, implicit, about making a walkway which allows families to live a social rise through their children. Club works under specific rules copied on Canadian school or inherited from original country. Commending a hierarchical and knowledge-ordered approach, it differentiates from other clubs, more oriented towards ludic activities. The study contradicts in deficit or outgoing discourses, very common at public sphere, on parents, it encourages interest on research about intermediate spaces created on the margins of school and institutions and leads to question the role of state and public politics about the integration of new arrivals.

Assessment at university: a case in sociology
This article, from a case study, deals with a topic which, since Bourdieu and Passeron works, has been slightly given up : assessment at university. The study of results of a student on sociology promotion highlights the character both consensual and conservative of assessments. It's a question of proposing a plausible interpretation of these statements becoming attached to some aspects of the situation : university path of students, pedagogical organization and some particularities of sociology. Within this environment, adapting to public comes back towards the instauration of a communication and control of knowledge which push on prevailing school acquisitions of students.