Between transnational and local. Transversalities and specificities of the educational partnership in Geneva
Rufin, Diane
Between transnational and local. Transversalities and specificities of the educational partnership in Geneva - 2021.
72
This article aims to study the singular coloring of the educational partnership in Geneva, which takes place between transnational transversalities and local specificities. In the first part, the presentation of the context, genesis and evolution of the educational partnership shows that political, cultural or historical elements colour its development. In the second part, the educational partnership is applied at three levels of the educational action for primary education (politico-institutional, schools, teachers). The Geneva case appears to be singular in the end: the collaboration between the school and medical-educational services is old, while the recent injunction to partnership destabilizes professional contours. However, a constant remains, around a psycho-medical conception of the pupil’s difficulties and their modes of resolution, questioning more fundamentally the specificity of the act of teaching.
Between transnational and local. Transversalities and specificities of the educational partnership in Geneva - 2021.
72
This article aims to study the singular coloring of the educational partnership in Geneva, which takes place between transnational transversalities and local specificities. In the first part, the presentation of the context, genesis and evolution of the educational partnership shows that political, cultural or historical elements colour its development. In the second part, the educational partnership is applied at three levels of the educational action for primary education (politico-institutional, schools, teachers). The Geneva case appears to be singular in the end: the collaboration between the school and medical-educational services is old, while the recent injunction to partnership destabilizes professional contours. However, a constant remains, around a psycho-medical conception of the pupil’s difficulties and their modes of resolution, questioning more fundamentally the specificity of the act of teaching.
Réseaux sociaux