Contenu du sommaire : Entre éducation engagée et émancipation empêchée : involution, dévolution, révolution

The secular school, as it was gradually established in Switzerland in the nineteenth century, was a real revolution in terms of the integration of freedom of conscience into education. One of its aims was to allow children of different religions or denominations to attend the same classes. This was the case in the three Protestant cantons of French-speaking Switzerland, which experienced religious diversity after 1800: Vaud, Neuchâtel, and Geneva. Historically, this model of confessional neutrality of the school was partly inspired by Christian educators themselves. However, it was not accepted by all ecclesiastical authorities and was even accused of promoting “heresy.” The aim of this article is to understand the process that led to the secularization of school content and the school environment, while at the same time examining the resistance encountered by analyzing the spiritual, moral, and dogmatic expectations of the Christian authorities. The article aims to enrich the history of pluralism by understanding the solutions for harmonious co-existence and their limits.

This article examines political socialization. We argue that the study of political socialization cannot be restricted to political participation, voting, or interest in politics. We therefore question the acquisition of the knowledge and skills needed to participate in politics, as much as the way in which social norms shape people's political attitudes and behavior. Empirically, this article implements a secondary analysis of CNESCO data collected by questionnaire in 2018 from middle and high school students. We study five dimensions of political socialization: the feeling of competence for politics, interest in politics, involvement in political participation bodies, knowledge of political functioning, and trust in institutions. The central question is to understand how these different dimensions of political socialization are connected and evolve in relation to the institutional contexts in which students are educated. Our results show that while individual characteristics vary the degree of political socialization, they also demonstrate that political socialization does not evolve in the same way in all places. Finally, our results raise questions about the way schools conceive the process of political socialization and the role they assign to it.

How can revolutionary history be taught, along with its inherent democratic contradictions? As far as the French Revolution, the Geneva Revolution, or the decolonizations are concerned, teaching revolutionary history may be socially sensitive because of its potential to promote anti-authoritarian agency. This article looks at what school history in France, French-speaking Switzerland, and Cameroon prescribe in this respect, the influence these prescriptions have, and teachers' attitudes to the possibilities of engagement and devolution.

Resulting from doctoral research in sociology, this article questions the place of contraception in the training of prescribing professions. The analysis consists of a case study of an observed medical class and a consulted maieutic course, and is based on interviews with members of the medical profession. While maieutic education takes into account patients' experiences, by contrast, physicians' initial training reflects a strictly technical understanding of contraception that has been in place for decades. However, continuing education on contraception remains the personal initiative of healthcare workers, whose expertise is assigned independently of their involvement in the devolution process.

By taking a historical and didactic look at the transformations of the school subject of history in French-speaking Switzerland, this article questions the neutrality of history teaching and the oft-criticized so-called commitments of these teachers when they teach it from an emancipatory perspective. Through a study of the curricula from the nineteenth to the twentieth centuries, it sheds light on the multiple axiological aims assigned to the discipline and its protagonists since its inception. A closer look at the period of harmonization (in the 1970s) shows that the process of transforming the curricula was intended to bring about a genuine revolution in the transmission of knowledge, but found itself at odds with an involution of values. This study therefore bears witness to the weight of the axiological goals and involution to which the discipline of history is subject, and to the role of the teaching profession in its development, while demonstrating its eminently political nature.

In Switzerland, despite the strengthening of equality policies in education, the division of students into socially hierarchized streams is still a reality. Based on a critical feminist pedagogy framework, the Equality Web was created for future teachers as a tool for analyzing the discriminations produced in class through the interweaving of social relations within the concept space of gender, with a view to promoting more egalitarian educational practices. The empirical basis of this article consists of some teaching situations revealing inequalities, reported in an evaluation by trainee teachers. To solve the situations, they were asked to provide pedagogical responses based on the principles of the Equality Web, without needing to deconstruct the stereotypes. Used as a tool for analysis and intervention, the Web is proving to be an instrument of devolution for future teachers, and then for their students.

The aim of this article is to bring egalitarian feminist and care thinking into dialogue with the new liberal thinking in order to question the project of making “digital citizenship education” a goal to be pursued by the educational institution. What happens when the key concepts underlying this project are confronted with the authors' theoretical paradigms? We will attempt to answer this question by analyzing the gaps between institutional prescriptions and their practical realities: where institutionalized digital citizenship education projects the exercise of autonomy understood as independence, the role of vulnerabilities and capabilities is questioned; where standardization of practices is invited, situated and disencumbered forms of citizenship are sought; where technicist and paternalistic approaches seem to impose themselves, alternative and critical perspectives are called for. Finally, it is with utopia that the authors, not without some divergences, join their voices.

This article proposes to document the process of involution, which refers to the fact that teachers who are critical of the institution nevertheless continue to work there, but that they come together, outside its control, in communities that are often connected, to draw on resources that enable them to innovate and "hold their own" in the profession. It presents and discusses the results of an exploratory study carried out on a group of seven teachers from the same school, working with the association Inversons la classe, who have integrated flipped classroom methods into their practices.