Contenu du sommaire : Vingt ans après : la sociologie de l'éducation et de la formation francophone dans un univers globalisé

The links between employment and dropping out of university
Having a job during studies is sometimes a factor in students dropping out of university. This analysis of scientific literature on the topic is confronted with quantitative and qualitative analyses carried out on the basis of longitudinal data from the 2013 Life Conditions survey and a post-survey carried out a year later. This comparison makes it possible to understand the evolutions of having a job in parallel to studying at university and its consequences on the continuation of studies, whilst at the same time underlying the complexity of academic paths.

‘Grandes écoles' preparation classes, how to reconcile international competitiveness and democratic proximity?‘Grandes écoles' preparation classes and their conditions for access constitute a subject of research which directly questions the meritocratic principle of the French education system. Yet, despite a series of reforms aiming at supporting their development throughout France and socially expanding their recruitment, their democratisation remains limited. Indeed, there are a series of roadblocks: territorial inequality of the offer, lack of information and aspiration, lack of political willingness. These reforms, navigating between reason and justice have led to an increasingly marked segmentation between ‘Grandes écoles' preparation classes of excellence, with an international vocation and a long network, and ‘Grandes écoles' preparation classes of proximity, with a local vocation and a short network.

The figures of deviance in schools: “disruptive students” as an analyser of the transformation of educational and academic environmentsDisruptive students incarnate a new figure of deviance in schools which questions certain markers of the transformation of the educational system. The diversification of publics, the academic offer and the social functions of schools have led to a questioning of their capacity to welcome all students, that the emergence and treatment of disruptive students may illustrate. The object here is to put into perspective this requalification of deviance at school, which does not just refer to school or curricular registers, but first of all to the difficult dilution of the social issue within the academic issue. A disruptive student is defined by a behaviour, a confrontation or an opposition to ordinary school order, assigned to social, sexual, sometimes racial characteristics, which have little to do with the status of a student. The processes and procedures of treatment testify to the breadth of the transformations of educational and academic environments. Their plans and programs, which have become protocols and systems, the plurality of stakeholder players who design the content and the targets reflects the weight of paradigms, which are sometimes contradictory, to re(define) and demarcate as much that which is out of synch as those who are posing problems.

Desanctuarisation of Schools and republican socialisation. Paper on the redefinition of how diversity is treated at schools through the prism of Moral and Civic EducationThe recent introduction of Moral and Civic Education (MCE) in the formal French curriculum has brought back to the fore the objectives of schools regarding the republican socialisation of students. Nevertheless, the current configuration, marked at the same time by a diversification of the justifications and the publics of educational action and by a questioning of the French republican principle of indifference regarding differences, is attempting to redefine the terms of this ambition. On the basis of a review of the literature, this paper shows how MCE is both a product and vector of these evolutions. By avoiding studying this educational approach in itself and for itself, the analysis intends to contribute to the reflections on the dovetailing between the desanctuarisation of Schools and the repositioning of these objectives in terms of moral, civic and political socialisation.

Autonomy of academic institutions and justice in education. Report: Intellectual and political debate on the autonomy of schoolsThere was considerable hope regarding the autonomy of academic institutions and for a long time it was at the centre of debates: it should have enabled teaching to adapt itself to local conditions thus rendering the promise of equality more tangible. Today, it has experienced an indisputable ebb and even a somewhat paradoxical situation: international orientations continue to recommend the diversification of the educational offer and local autonomy, but central governments exploit the risk of a market-driven or communitarian drift to develop increasingly restrictive support systems.This assessment is presented in two forms. A report on the current state of research which does not make it possible to establish a link between the autonomy of academic institutions and the reduction of inequalities. An interview with two leading French union representatives: Frédérique Rollet is the general secretary of the leading teacher's union and Philippe Tournier represents the main union for supervisory staff (head teachers, inspectors...). Both of them were cautious regarding the notion of autonomy and remain attached to State governance, but converged on the principle of responsibility: in the framework defined by national principles, academic institutions constitute the spaces in which the confrontation of the experience of players can contribute to the construction of a collective intelligence.

For the good of students. The production of parental consent in teacher-parent interviews in underprivileged areasIn the Geneva school system, the treatment of academic difficulties is characterised by its progressivity and early tracking. It regularly involves the externalisation of solutions towards medical-psychoeducational measures. In underprivileged areas, this recourse is even more frequent as a lot of families are judged to be incapable of participating in the improvement of a child's results. Consequently, the role of teachers consists of convincing parents about their child's problems and getting them to accept their findings and the proposed institutional solutions in the name of the child's interest. On the basis of the observation of a large number of teacher-parent interviews in underprivileged environments (n = 150), the article demonstrates that this scheme, presented publically as a space of cooperation between schools and families, has also proven to be a space which produces parental consent.

Small steps for Peace. Paper on the “Humane Education” movement
The proposal of introducing into academic programs the respect of animals is part of the broadening of the definitions of the common good which includes all of nature. This article draws attention to another source. The Humane Education movement which developed in the Anglo-Saxon world in the second half of the 19th century. It insisted on the propaedeutic virtues of teaching children to respect animals: children learn the control of violence and becoming more open-minded towards different forms of life, future leaders learn how to lead without being tyrants. The establishment of this link has led to the fact that in several countries the bad treatment of animals is used to spot other difficulties: domestic violence, abuse of children, etc. These principles are progressing slowly in France: claims have appeared in the media, but they have not, for the moment, found an institutional translation in the field of education.

The contributions of Isadora Duncan's dance to pedagogy
The teaching of dance has often been used as an analyser of the position accorded to bodies in educational projects. The article studies the free dance propositions of Isadora Duncan (1877-1927). These marked a departure from the principles which had underpinned the teaching of dance in the West. Her dancing was based on listening to the body, which was absent from academic training. Contrary to restricted techniques and imposed postures, Isadora Duncan advocated a unique way of thinking the danced movement, which took its force from the interior, with the hypothesis that each person had a unique rhythmic momentum. These educational precepts are based on an understanding of gestures via a system of muscular, and in particular, respiratory preparation which increases the possibilities for expressing interiority.

Genesis and rise of the culture of information within the French educational system. Where are we twenty years later?With the rise of the culture of information, a large number of researchers in and outside of the French-speaking space have questioned the implementation of information training policies and the implementation of a culture of information at least at the secondary level. Where are we today twenty years later beyond the initial intentions. What conceptions of culture and information have been favoured by the French educational system? On what understandings of learning, knowledge and activities has the culture of information built itself in the emerging technological and digital environments? The article is based, in particular, on research supported by the French National Research Agency on the analysis of informational transliteracy.

A public policy under tension. The French national education fight against conspiracy theories. Research paperThis research paper works in a field of research which focuses on the development of new forms of political socialisation. In France, some youths blame the School of the [French] Republic for not implementing the principles it teaches and thus leading them to shape their personality elsewhere, in particular from information disseminated by social media. Conspiracy theories play a major role in social media. They cast doubt regarding the reality of some of the Islamist terrorist attacks or present them as a result of manipulations. The Ministry attempted to react after the refusal of certain students to observe one minute of silence following the terrorist attacks of 13 November 2015 by creating a review commission. This paper analyses the way in which it has navigated between two pitfalls: relativisation (the phenomenon only concerns, for the moment, a limited number of young people) and the risk of stigmatising a section of the population: youths of North African origin are particularly sensitive to the denunciation of the vision of the world communicated by Western media.

Open science through the prism of the European Commission
The article studies the change in epistemic culture that is represented by the notion of open science supported by the European Commission. The process is progressing without having led to the debates its importance merits. Work is being carried out in the field of information and communication: the goal is to open a common space of reflection with the sociology of education.The article begins with a summary of the measures and recommendations of the Commission, which, between 2006 and 2018, has supported this upsurge. It then presents an analysis of the two key communications which have accompanied it. The official communication highlights the speed of the circulation of knowledge, the possibilities of cooperation between researchers and the development of links between research and industrial innovation. However, a more distanced communication highlights a shift in the possibility of an opening towards injunction and a situation in which researchers risk losing control of the dissemination of the knowledge they produce.The reflection concludes by evoking diverse proposals of compromise which could allow the scientific community to steer the operation whilst promoting a new economic and institutional framework.

What are the challenges for critique with regard to the new subjects of research in education? Some thoughts based on the Quebecer exampleThe article concerns the sociology of curriculum. It is interested in the introduction of new teaching content which has become increasingly popular in Quebecer schools even if some of it is not part of any ministerial policy or program. The study characterises three cultural models: therapeutic, entrepreneurial and results-based. All three refer to work carried out in the 1960s and 1970s which set within a critical approach, but the analysis shows the way in which their contribution may today be recuperated for a managerial perspective. From this basis, the authors study the new challenges of contemporary sociological criticism.

Comparatism standing the test of postcolonial studies
Postcolonial studies have endeavoured to build analysis frameworks which are not solely based on epistemologies and concepts anchored in the intellectual traditions of the North. A certain number of specialists in comparative studies in education are attempting to claim ownership of this approach and are pleading for the comparison benchmark for educational systems which was originally fine-tuned in the North, to be shifted towards the South. By basing itself on several summaries of their recently published work, this article presents the restructuring propositions of research in comparative education which are heading in this direction and the debates they are provoking.